Beyond the eye: making block-based programming languages accessible to visually impaired people
Resumo
The aim of this work is to present a literature review concerning the accessibility of block-based programming languages and environments for people with visual impairments. The results show that the most popular block-based languages are built on graphical features that are not accessible for visually impaired people. However, some languages have been developed with the visually impaired learner in mind. We conclude that, in addition to the development of specific languages, other kinds of efforts have been made for the creation of accessible block-based programming environments.
Palavras-chave:
Block-based programming, Programming languages, Visual impairment, Accessibility
Referências
Angelo, I. M. (2018) Recomendações para o desenvolvimento de ambientes de programação inclusivos para crianças cegas. Universidade de São Paulo, São Paulo, 127 p. Dissertação de mestrado.
Artiles, A.; Kozleski, E. (2007) Beyond convictions: interrogating culture, history, and power in inclusive education. Language Arts, 84, n. 4, mar, p. 351-358.
Camargo, E.; Nardi, R. (2008) O emprego de linguagens acessíveis para alunos com deficiência visual em aulas de Óptica. Revista Brasileira de Educação Especial, v. 14, n. 3, p. 405-426.
Damsma, P.; Norgaard, J. (2018) Audio Based Coding: An Innovative Approach to Accessible Coding for Children who are Blind. Journal of the South Pacific Educators in Vision Impairment, v. 1, n. 1, p. 49-58.
Ferri, J; Rosa, S. S. (2016) Como o Ensino de Programação de Computadores Pode Contribuir Com a Construção de Conhecimento na Educação Básica Uma Revisão Sistemática da Literatura. CINTED-UFRG.
Google (2020) Introduction to Blockly. Available at: https://developers.google.com/blockly/guides/overview. Accessed: 20 January 2021.
Hadwen-bennett, A.; Sentance, S.; Morrison, C. (2018) Making Programming Accessible to Learners with Visual Impairments: A Literature Review. International Journal of Computer Science Education in Schools, v. 2, n. 2, p. 3-13.
Hadwen-bennett, A.; Sentance, S.; Morrison, C. (2019) Cómo conseguir que la programación sea accesible a estudiantes con discapacidades visuales: examen de la bibliografía. Integración: Revista sobre ceguera y deficiencia visual, n.74, p.127-150.
Kölling, M.; Brown, N. C. C.; Altadmri, A. (2017) Frame-Based Editing. Journal of Visual Languages and Sentient Systems, v. 3, p. 40–67.
Ludi, S.; Wang, J.; Chapati, K.; Khoja, Z.; Nguyen, A. (2019) Exploring the Use of Auditory Cues to Sonify Block-Based Programs. Journal on Technology and Persons with Disabilities, v. 7, p. 1-21.
Ludi, S.; Simpson, J.; Merchant, W. (2016) Exploration of the Use of Auditory Cues in Code Comprehension and Navigation for Individuals with Visual Impairments in a Visual Programming Environment. In: Proceedings of the 18th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: Association for Computing Machinery, p. 279-280.
Ludi, S.; Spencer, M. (2017) Design Considerations to Increase Block-based Language Accessibility for Blind Programmers Via Blockly. Journal of Visual Languages and Sentient Systems, v. 3, n. 1, p. 119-124.
Medeiros, I. L et al. (2015) Revisão sistemática e bibliometria facilitadas por um Canvas para visualização de informação. Revista Brasileira de Design da Informação, v. 12, n. 1, p. 93-110.
Milne, L. (2018) Touchscreen-Based Learning Technologies for Children with Visual Impairments. University of Washington, Washington. 225 p. Dissertation. Available at: [link]. Accessed: 6 april 2022.
Pasternak, E.; Fenichel, R.; Marshall, A. N. (2017) Tips for creating a block language with blockly, 2017 IEEE Blocks and Beyond Workshop (B&B), Raleigh, NC, USA, p. 21-24.
Quach, T. (2019) Agent-based programming interfaces for children supporting blind children in creative computing through conversation. Massachusetts Institute of Technology. Thesis. Available at: [link]. Accessed: 6 april 2022.
Riazy, S.; Weller, S.; Simbeck, K. (2020). Evaluation of Low-threshold Programming Learning Environments for the Blind and Partially Sighted: In: Proceedings of the 12th International Conference on Computer Supported Education. Prague, Czech Republic: SCITEPRESS - Science and Technology Publications, p. 366-373.
Sampaio, R. F., Mancini, M. C. (2007) Estudos de Revisão Sistemática: Um Guia Para Síntese Criteriosa Da Evidência Científica. Revista Brasileira de Fisioterapia, São Carlos, v. 11, n. 1, jan./fev., p. 83-89.
Schanzer, E.; Bahram, S.; Krishnamurthi, S. (2018) Building an accessible block environment: multi-language, fully-accessible AST-based editing in the browser. BLOCK+ 2018, Boston, Massachusetts, nov, p. 2.
Valente, J. A. (2016) Integração do pensamento computacional no currículo da educação básica: diferentes estratégias usadas e questões de formação de professores e avaliação do aluno. e- Curriculum, São Paulo, v. 14, n. 6, p. 34.
Artiles, A.; Kozleski, E. (2007) Beyond convictions: interrogating culture, history, and power in inclusive education. Language Arts, 84, n. 4, mar, p. 351-358.
Camargo, E.; Nardi, R. (2008) O emprego de linguagens acessíveis para alunos com deficiência visual em aulas de Óptica. Revista Brasileira de Educação Especial, v. 14, n. 3, p. 405-426.
Damsma, P.; Norgaard, J. (2018) Audio Based Coding: An Innovative Approach to Accessible Coding for Children who are Blind. Journal of the South Pacific Educators in Vision Impairment, v. 1, n. 1, p. 49-58.
Ferri, J; Rosa, S. S. (2016) Como o Ensino de Programação de Computadores Pode Contribuir Com a Construção de Conhecimento na Educação Básica Uma Revisão Sistemática da Literatura. CINTED-UFRG.
Google (2020) Introduction to Blockly. Available at: https://developers.google.com/blockly/guides/overview. Accessed: 20 January 2021.
Hadwen-bennett, A.; Sentance, S.; Morrison, C. (2018) Making Programming Accessible to Learners with Visual Impairments: A Literature Review. International Journal of Computer Science Education in Schools, v. 2, n. 2, p. 3-13.
Hadwen-bennett, A.; Sentance, S.; Morrison, C. (2019) Cómo conseguir que la programación sea accesible a estudiantes con discapacidades visuales: examen de la bibliografía. Integración: Revista sobre ceguera y deficiencia visual, n.74, p.127-150.
Kölling, M.; Brown, N. C. C.; Altadmri, A. (2017) Frame-Based Editing. Journal of Visual Languages and Sentient Systems, v. 3, p. 40–67.
Ludi, S.; Wang, J.; Chapati, K.; Khoja, Z.; Nguyen, A. (2019) Exploring the Use of Auditory Cues to Sonify Block-Based Programs. Journal on Technology and Persons with Disabilities, v. 7, p. 1-21.
Ludi, S.; Simpson, J.; Merchant, W. (2016) Exploration of the Use of Auditory Cues in Code Comprehension and Navigation for Individuals with Visual Impairments in a Visual Programming Environment. In: Proceedings of the 18th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: Association for Computing Machinery, p. 279-280.
Ludi, S.; Spencer, M. (2017) Design Considerations to Increase Block-based Language Accessibility for Blind Programmers Via Blockly. Journal of Visual Languages and Sentient Systems, v. 3, n. 1, p. 119-124.
Medeiros, I. L et al. (2015) Revisão sistemática e bibliometria facilitadas por um Canvas para visualização de informação. Revista Brasileira de Design da Informação, v. 12, n. 1, p. 93-110.
Milne, L. (2018) Touchscreen-Based Learning Technologies for Children with Visual Impairments. University of Washington, Washington. 225 p. Dissertation. Available at: [link]. Accessed: 6 april 2022.
Pasternak, E.; Fenichel, R.; Marshall, A. N. (2017) Tips for creating a block language with blockly, 2017 IEEE Blocks and Beyond Workshop (B&B), Raleigh, NC, USA, p. 21-24.
Quach, T. (2019) Agent-based programming interfaces for children supporting blind children in creative computing through conversation. Massachusetts Institute of Technology. Thesis. Available at: [link]. Accessed: 6 april 2022.
Riazy, S.; Weller, S.; Simbeck, K. (2020). Evaluation of Low-threshold Programming Learning Environments for the Blind and Partially Sighted: In: Proceedings of the 12th International Conference on Computer Supported Education. Prague, Czech Republic: SCITEPRESS - Science and Technology Publications, p. 366-373.
Sampaio, R. F., Mancini, M. C. (2007) Estudos de Revisão Sistemática: Um Guia Para Síntese Criteriosa Da Evidência Científica. Revista Brasileira de Fisioterapia, São Carlos, v. 11, n. 1, jan./fev., p. 83-89.
Schanzer, E.; Bahram, S.; Krishnamurthi, S. (2018) Building an accessible block environment: multi-language, fully-accessible AST-based editing in the browser. BLOCK+ 2018, Boston, Massachusetts, nov, p. 2.
Valente, J. A. (2016) Integração do pensamento computacional no currículo da educação básica: diferentes estratégias usadas e questões de formação de professores e avaliação do aluno. e- Curriculum, São Paulo, v. 14, n. 6, p. 34.
Publicado
16/11/2022
Como Citar
REZENDE, Sandro M.; PERDIGÃO, Luciana T.; SILVA, Jociene M. M.; GUARDA, Graziela F.; PINTO, Sergio C. C. S.; FERNANDES, Edicléa M.; TEIXEIRA, Gerlinde A. P. B..
Beyond the eye: making block-based programming languages accessible to visually impaired people. In: WORKSHOP DE PENSAMENTO COMPUTACIONAL E INCLUSÃO (WPCI), 1. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 01-11.
DOI: https://doi.org/10.5753/wpci.2022.226547.
