There is a dearth of appropriate tools for young learners with mixed visual abilities to engage with computational learning. Addressing this gap, Torino is a physical programming language for teaching computational learning to children ages 7–11 regardless of level of vision. To create code, children connect physical instruction pods and tune their parameter dials to create music, audio stories, or poetry. Currently, the uptake of novel educational technologies to support inclusive education of children with disabilities continues to be limited at scale. We consider how the Torino Learning Environment supports non-specialist teachers to teach computational learning to children with mixed visual abilities in a UK-wide evaluation with 75 children and 30 teachers over a period of three months. We demonstrate how children can successfully learn with a novel physical programming language. We articulate how key design constructs such as persistent program overview and liveness supported non-specialist teachers to co-produce learning for children of different ages, visual and cognitive abilities. We conclude with reflective guidance on evaluating inclusive educational technologies at scale.

CCS CONCEPTS

Human-centered computing → Accessibility → Empirical studies in accessibility

缺乏适合具有混合视觉能力的年轻学习者参与计算学习的工具。为了弥补这一差距，Torino 是一种物理编程语言，用于向 7-11 岁儿童教授计算学习，无论他们的视力水平如何。为了创建代码，孩子们连接物理指令舱并调整他们的参数拨盘来创作音乐、音频故事或诗歌。目前，支持残疾儿童全纳教育的新型教育技术的采用仍然在规模​​上受到限制。我们考虑了都灵学习环境如何支持非专业教师在为期三个月的全英评估中向具有混合视觉能力的儿童教授计算学习，该评估对 75 名儿童和 30 名教师进行。我们展示了儿童如何成功地使用一种新颖的物理编程语言进行学习。我们阐明了关键设计是如何构建的，例如持续的计划概述和活力支持非专业教师为不同年龄、视觉和认知能力的儿童共同开展学习。我们最后给出了关于大规模评估包容性教育技术的反思性指导。

CCS概念

以人为本的计算 → 可访问性 → 可访问性的实证研究