Code your own game: The case of children with hearing impairments

被引：8

作者：

Giannakos, Michail N. ^{[1
]}

Jaccheri, Letizia ^{[1
]}

机构：

[1] Department of Computer and Information Science, Norwegian University of Science and Technology (NTNU), Trondheim

来源：

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | 2014年 / 8770卷

关键词：

Accessibility; Coding; Deaf; Design Guidelines; Empirical Evaluation; Focus Groups; Games; Hearing Impairments; Programming; Workshops;

D O I：

10.1007/978-3-662-45212-7_14

中图分类号：

学科分类号：

摘要：

It is well known in the computer science community that is important to encourage children to acquire coding skills and become creators of their own experiences and not only mere game consumers. Different children have different needs when approaching coding and making activities. Specifically, Deaf and Hard of Hearing (DHH) children, even when provided with accessible visual translations through sign language interpreters or real-time captions, need customized support. In our approach we have designed, implemented, and evaluated a workshop program of 12 children total, with the final goal of exploring and improving the design of appropriate workshops using the current learning environments. This paper presents an initial exploratory evaluation of a coding experience for children with hearing impairments and the development of a set of guidelines for improving the teaching of coding to children with DHH difficulties. An initial set of best practices was first developed through a focus group with experts; and afterwards, by employing content analysis, a revised set of guidelines was obtained. The results should be useful for special education teachers, curriculum designers and developers for K-12 education environments for DHH. © 2014, IFIP International Federation for Information Processing.

引用

页码：108 / 116

页数：8

共 15 条

[1]

Borgna G., Et al., Enhancing deaf students’ learning from sign language and text: Metacognition, modality, and the effectiveness of content scaffolding, Journal of Deaf Studies and Deaf Education, 16, 1, pp. 79-100, (2011)

[2]

Buechley L., Eisenberg M., Catchen J., Crockett A., The LilyPadArduino: Using computational textiles to investigate engagement, aesthetics, and diversity in computer science education, CHI 2008, pp. 423-432, (2008)

[3]

Deibel K., Studying our inclusive practices: Course experiences of students with disabilities, ITiCSE 2007, pp. 266-270, (2007)

[4]

Gellenbeck E., Integrating accessibility into the computer science curriculum, Journal of Computing Sciences in Colleges, 21, 1, pp. 267-273, (2005)

[5]

Giannakos M.N., Jaccheri L., An Enriched Artifacts Activity for Supporting Creative Learning: Perspectives for Children with Impairments, ICEC 2013, 8215, pp. 160-163, (2013)

[6]

Giannakos M.N., Jaccheri L., Designing creative activities for children: The importance of collaboration and the threat of losing control, IDC 2013, pp. 336-339, (2013)

[7]

Hoiseth M., Giannakos M.N., Jaccheri L., Research-derived guidelines for designing toddlers’ healthcare games, EA CHI 2013, pp. 451-456, (2008)

[8]

Brashear H., Henderson V., Park K., Hamilton H., Lee S., Starner T., American sign language recognition in game development for deaf children, ACM SIGACSEE 2006, pp. 79-86, (2006)

[9]

Jacobs J., Buechley L., Codeable objects: Computational design and digital fabrication for novice programmers, CHI 2013, pp. 1589-1598, (2013)

[10]

Liffick B.W., An adaptive technologies course in a CS curriculum, ACM SIGACCESS 2005, pp. 192-193, (2005)

← 1 2 →