Information Technology Reference
In-Depth Information
Table 1.
Participants and their expertise
Participants and their expertise
Norwegian Deaf Museum Curator
Norwegian Deaf Museum Director of Education
Trondheim Deaf School teacher
Trondheim Deaf School teacher
Artist-Instructor Programmer
HCI researcher
Throughout the workshop, children worked in dyads and developed in total six
interactive projects. Children worked collaboratively with the assistance of the visual
programming language (see figure 2); record of children's activities was kept through
photographs, videos, observation-reports and surveys from the experts; this
information was used to evaluate the workshop and as an input experience for the
next phase of the study.
Fig. 2.
Children worked collaboratively and communicate with the assistance of the visual
programming language
One of the goals of our study is to perform an exploratory evaluation of the game
coding workshop and justify the special attention needed for children with DHH
difficulties. As such, we used a quantitative survey-based approach. The survey was
handed out to the six experts after the workshop and included the measures (factors)
of children's: a) Enjoyment, b) Control and c) Easiness with respect to the
programming workshop. In particular, the six experts were asked to rate, on a 7-point
scale survey: a) how children seemed to enjoy the workshop, b) how much control of
the workshop children had, and c) how easy was the workshop for children. Each one
of the three factors was measured based on the literature with 2 or 3 questions (see
Figure 3).
