An exploration of unplugged programming education for elementary school children who have low vision or are blind

Abstract

Although programming education provides a valuable introduction to computers, accessible materials for young learners with vision impairments are lacking. This study focused on unplugged programming, using the sandwich robot lesson, for young learners who have low vision or are blind. 17 children with vision impairments participated in pairs in a programming assignment where one child instructed (‘’programmed’’) the other child to prepare a sandwich. The findings, based on thematic coding of children’s behaviors, show the children could access the artifacts visually or tactile, worked with enthusiasm and relatively independent, and could complete the assignment. The children who are blind did require additional assistance, and finding correct instructions was challenging. Our insights suggest the promise of the unplugged sandwich robot lesson as an inclusive programming tool.