Enhancing Programming Skills for Blind Students with Alan and Torino Environments

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In this research study, blind students' misconceptions in solving tasks with command sequences and loops are observed. The study explores the use of Alan and Torino programming environments for blind students. The research aims to understand the advantages and disadvantages of programming in these environments. The study employs qualitative research methods to delve into the unique challenges and opportunities in programming education for visually impaired students.

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ISSEP 2019, 18.-20. November 2019, Larnaca udmilaJa kov , Comenius University, Bratislava Nat liaKov ov , Narnia Church Elementary School, Bratislava M riaKarasov , Elementary School for Visually Impaired, Bratislava

Programmer appropriate profession for blind Curriculum of computer science key competencies are the same for all Programming is fun appropriate programming environment and educational activities 2

Graphical output (Logo, Scratch) Audio programming language (SonicPi, Music Blocks) Physical programming language (Tern-Karel, Quetzal-Lego MIndstorms) http://www.rm.com/_RMVirtual/Media/Images/imaginelogoprimbig3.jpg http://4.bp.blogspot.com/-kJUvxw9WYoU/T1DcMVTSdRI/AAAAAAAAAEI/Iyq6Y2UekBw/s1600/scratch+1.jpg 3

Input work with computers using a keyboard (not mouse) Output work with computers using a screen reader The only information they can work with is textand sound 4

Programming sequence of sounds Commands Play sound Say text Loop command Conditional command Procedure Interface Accessible for screen reader Controllable by keyboard Block-based features 5

ALAN audio text language TORINO (Code Jumper) physical language 6

Say(What animal makes this sound?) Repeat3 times Play(donkey) End of Repeat Question(Is that a donkey?) Answer: Yes Say(Excellent!) Else Say(No, it is a donkey) End of Question 7

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Song 9

Aims To observe the misconceptions of blind students in solving tasks requiring the use of a sequence of commands and a loop with a fixed number of iterations. To explore the advantages and disadvantages of programming in Alan and Torino environments (using a sequence of commands and a loop with a fixed number of iterations) A case study qualitative research strategy Five visually impaired lower secondary students 10

1. Basic commands 2. Sequences of commands 3. Debugging 4. Loop command 5. Loop command with sequence of commands before or after the loop 11

Misunderstanding the execution of commands placed in the body of the loop command Incorrectly placed command at the end of loop body instead of placing it outside of the loop. Repeat 5 times Repeat 5 times Play(pig) Play(pig) Repeat 3 times Repeat 3 times End of Repeat Play(hen) Play(Gong) Play(Gong) Repeat 5 times End of Repeat Play(Gong) End of Repeat Play(hen) Play(Gong) End of Repeat End of Repeat 12

Whether to put a sequence of commands before the loop or inside the loop Using nested loops was challenging Programming of the music was rather difficult and less popular 13

I preferTorino, because its easier to create program. I had Torino just in hands and I only connected the bids. In Alan I had commands in computer and I had to imagine what I already programmed. I preferALAN, because I canuse shortcuts for entering commands. I canuse loop command easier without connecting another module. 14

TORINO - an appropriate tool to teach students programming at an early age (primary education) No computer skills are needed Working with programming pods is intuitive, loop command is simple Limiting number of pods can motivate students to use loop command Appropriate for working in pairs ALAN - suitable for students who have not yet encountered programming To be able to use the computer keyboard and to work with files and folders No limit for number of commands Fast editing (keyboard shortcuts) 15