Engaging with information beyond vision: hands-on approaches to computational thinking for blind and visually impaired learners

Abstract

Introduction: This project develops accessible maker tools and activities to foster computational thinking (CT) skills in blind and visually impaired (BVI) learners, while investigating the experiences of two key groups: (1) BVI learners and (2) librarians and maker professionals who design and deliver accessible CT programs.

Methods: The pilot phase designed and delivered an accessible electronics and coding curriculum to three BVI youth in a two-day summer camp. Data was collected through two debrief focus groups—one with BVI learners and one with the maker professionals who served as instructors.

Analysis: All interviews were recorded and transcribed. The research team used a grounded theory approach to analyse the interview data.

Results: Both learners and instructors highlighted the benefits of tactile and multi-sensory learning tools, though challenges emerged with the text-based coding platform. Learners self-reported increased confidence, autonomy, and interest in CT skills. Instructors adapted their approaches with detailed verbal descriptions and modifications to tools and lesson plans. Understanding the diverse needs of BVI learners and providing personalized assistance was crucial.

Conclusion: Tactile and physical approaches to computational thinking show promise for previously marginalized learners, though challenges remain. Future research will explore how emerging technologies, including AI, can further enhance accessibility for BVI learners.