A Systematic Review on Developing Computer Programming Skills for Visually Impaired Students

Abstract

Technology and digital-based learning drive contemporary computer skill (CS) education advances. The absence of resources that are easily accessible and tailored to help the development of conceptual understanding in computers may present a number of issues for students who have visual impairments (VI) in the context of CS education. The objective of the research was to provide a concise overview of the existing evidence-based information about CS instruction for students with severe VI. A systematic review was performed to analyze the research papers published between January 2000 and September 2023. A total of 21 articles were extracted and classified into assistive technologies (ATs) and CSs. The study findings highlight the significance of the development of ATs and effective course design for supporting individuals with VI. It can be used by policy makers and educational institutions to present a useful environment for individuals with VI to improve their CSs. In future, the authors need to focus on ATs to enhance the computer programming abilities of students with VI. In addition, they will develop programming platforms and integrated development environments that are easily accessible and can be customized to meet a wide range of learning requirements.