Torino: A Tangible Programming Language Inclusive of Children with Visual Disabilities-Reference-Cited by-同舟云学术

Torino: A Tangible Programming Language Inclusive of Children with Visual Disabilities

Published:2018-10-25 Issue:3 Volume:35 Page:191-239
ISSN:0737-0024
Container-title:Human–Computer Interaction
language:en
Short-container-title:Human–Computer Interaction

Author:

Morrison Cecily¹^ORCID,Villar Nicolas¹,Thieme Anja¹,Ashktorab Zahra¹,Taysom Eloise¹,Salandin Oscar¹,Cletheroe Daniel¹,Saul Greg¹,Blackwell Alan F²,Edge Darren¹,Grayson Martin¹,Zhang Haiyan¹

Affiliation:

1. Human Experience and Design, Microsoft Research, Cambridge, UK

2. Computer Laboratory, University of Cambridge, Cambridge, UK

Funder

Microsoft Research

Publisher

Informa UK Limited

Subject

Human-Computer Interaction,Applied Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/07370024.2018.1512413

Reference62 articles.

1. Tactile Graphics with a Voice

2. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

3. Inspiring blind high school students to pursue computer science with instant messaging chatbots

Cited by 33 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Observing the computational concept of abstraction in blind and low vision learners using the Bee-bot and Blue-bot;Computer Science Education;2023-11-16

2. The use of magnets for the nonvisual construction of syntax-based tangible object assemblies by individuals who are blind or visually impaired;Assistive Technology;2023-06-26

3. Coding Together: On Co-located and Remote Collaboration between Children with Mixed-Visual Abilities;Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems;2023-04-19

4. Positional Control in Node-Based Programming;Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems;2023-04-19

5. Virtual Summer Camp for High School Students with Disabilities - An Experience Report;Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1;2023-03-02