Toward classroom experiences inclusive of students with disabilities

Metatla, Oussama; Thieme, Anja; Brulé, Émeline; Bennett, Cynthia L.; Serrano, Marcos; Jouffrais, Christophe

doi:10.1145/3289485

Cited by 14 publications

(9 citation statements)

References 6 publications

(3 reference statements)

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“…Inclusive educational games then can leverage the advantage of inclusive schools to nurture a space for sighted children to learn about disabilities. This expands on the concept of inclusive education beyond children working together to achieve equal learning outcomes [37]. Educational experiences, and play as a vehicle for that, should provide visually impaired children with an opportunity to lead in how visual impairment is shared with other people.…”

Section: Broader Implications On Inclusive Educationmentioning

confidence: 97%

Robots for Inclusive Play: Co-designing an Educational Game With Visually Impaired and sighted Children

Metatla

Bardot

Cullen

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Despite being included in mainstream schools, visually impaired children still face barriers to social engagement and participation. Games could potentially help, but games that cater for both visually impaired and sighted players are scarce. We used a co-design approach to design and evaluate a robotbased educational game that could be inclusive of both visually impaired and sighted children in the context of mainstream education. We ran a focus group discussion with visual impairment educators to understand barriers to inclusive play. And then a series of co-design workshops to engage visually impaired and sighted children and educators in learning about robot technology and exploring its potential to support inclusive play experiences. We present design guidelines and an evaluation workshop of a game prototype, demonstrating group dynamics conducive to collaborative learning experiences, including shared goal setting/execution, closely coupled division of labour, and interaction symmetry.

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Section: Broader Implications On Inclusive Educationmentioning

confidence: 97%

Robots for Inclusive Play: Co-designing an Educational Game With Visually Impaired and sighted Children

Metatla

Bardot

Cullen

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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“…A final difficulty comes from the sample of participants: heterogeneity in terms of visual abilities, age of onset, associated impairments, access to education, type of assistive technology used [21] and previous experience with visual concepts [71]. This heterogeneity makes it difficult to have an adequate control group [52,42,18]. To address this issue, some scholars call for alternative approaches to experimental design, such as single-subject experiments [42].…”

Section: Evaluating With and For People With Vision Impairmentmentioning

confidence: 99%

“…For instance, a literature review by Kelly and Smith [42] found that less than 10% of educational technologies for visually impaired children underwent some form of quantitative empirical evaluation. A 2018 workshop on inclusive educational technologies for PVI [52] identified the lack of overview and guidelines on evaluation practices as a barrier for developing novel technologies. To address this challenge, it is important for the HCI community to understand existing practices.…”

Section: Introductionmentioning

confidence: 99%

Review of Quantitative Empirical Evaluations of Technology for People with Visual Impairments

Brulé

Tomlinson

Metatla

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Addressing the needs of visually impaired people is of continued interest in Human Computer Interaction (HCI) research. Yet, one of the major challenges facing researchers in this field continues to be how to design adequate quantitative empirical evaluation for these users in HCI. In this paper, we analyse a corpus of 178 papers on technologies designed for people with visual impairments 1 , published since 1988, and including at least one quantitative empirical evaluation (243 evaluations in total). To inform future research in this area, we provide an overview, historic trends and a unified terminology to design and report quantitative empirical evaluations. We identify open issues and propose a set of guidelines to address them. Our analysis aims to facilitate and stimulate future research on this topic.

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“…Despite these challenges, several studies demonstrated that collaborative learning could be successful in children with or without visual impairments. For example, Thieme et al [36] leveraged tangible interfaces to promote collaborative learning of computer programming. Tanhua-Piiroinen et al [35] used a force-feedback device in a pair-based experience to support explorative learning of the solar system and earth geography.…”

Section: Collaborative Learningmentioning

confidence: 99%

“…However, they used costprohibitive devices. More recently, robots have been introduced in the classroom as a useful technology to teach visual-motor coordination such as geometry [17] and handwriting [2,36].…”

Section: Introductionmentioning

confidence: 99%

Using tabletop robots to promote inclusive classroom experiences

Neto

Johal

Couto

et al. 2020

Proceedings of the Interaction Design and Children Conference

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Geometry and handwriting rely heavily on the visual representation of basic shapes. It can become challenging for students with visual impairments to perceive these shapes and understand complex spatial constructs. For instance, knowing how to draw is highly dependent on spatial and temporal components, which are often inaccessible to children with visual impairments. Hand-held robots, such as the Cellulo robots, open unique opportunities to teach drawing and writing through haptic feedback. In this paper, we investigate how these tangible robots could support inclusive, collaborative learning activities, particularly for children with visual impairments. We conducted a user study with 20 pupils with and without visual impairments, where they engaged in multiple drawing activities with tangible robots. We contribute novel insights on the design of children-robot interaction, learning shapes and letters, children engagement, and responses in a collaborative scenario that address the challenges of inclusive learning.

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Toward classroom experiences inclusive of students with disabilities

Cited by 14 publications

References 6 publications

Robots for Inclusive Play: Co-designing an Educational Game With Visually Impaired and sighted Children

Robots for Inclusive Play: Co-designing an Educational Game With Visually Impaired and sighted Children

Review of Quantitative Empirical Evaluations of Technology for People with Visual Impairments

Using tabletop robots to promote inclusive classroom experiences

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