Information Technology Reference
In-Depth Information
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The child seemed to enjoy programming during the workshop (Enj1)
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The child seemed interested in actively exploring programming in the workshop (Enj2)
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The child seemed entertained by the workshop in general (Enj3)
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The child was able to follow the tasks of the workshop (Cont1)
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The child has the skills and the ability to follow the tasks of the workshop (Cont2)
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The workshop was easy for the child (Easy1)
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The workshop was flexible for the child (Easy2)
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The concept of the workshop was clear and understandable from the child (Easy3)
Fig. 3.
Experts' responses to 7-point Likert-scale
With the quantitative approach we attempt to investigate DHH children difficulties
during a game coding workshop. Based on experts' observations and survey
responses (figure 3) we can agree that children enjoyed the workshop, however, their
control towards the workshop was low. In addition, experts indicated that children
found many concepts of the workshop hard to follow and unclear. Although this game
coding workshop has been validated and improved through many user studies (e.g. [5]
[6]), there is a lot of work need to be done in order to address DHH needs and justify
them through design patterns into the current programming practices and
environments.
The findings from the exploratory evaluation clearly demonstrate the need for
improving DHH children programming experiences. To do so we need to design more
accessible and closer to their needs environments by addressing a variety of visual
child-programming environment interactions (e.g. Figure 4). Taking this into account,
in the next section we analyze qualitative data in order to give some first insights.
