Physical Programming Languages and Control Flow: Examining how visually impaired learners develop an understanding of control flow through the lens of

The literature has demonstrated the challenge for VI learners in gaining an understanding of the code structure when using text based programming languages (TBLs) and it is my view that physical programming languages (PPLs) have the potential to overcome this issue. An important concept in primary computing education is control flow; In order to be able to develop an understanding of control flow a learner first needs to be able to interpret or read code. Unlike TBLs, PPLs cannot be read in the traditional sense and their tangible nature lends themselves to exploration through touch, particularly for visually impaired learners. The techniques we use to gain information about a specific property of an object can be thought of as an exploratory procedure (EP) (Lederman and Klatzky, 1987) and this term could equally be applied to the techniques learners employ to explore physical programs.

My research aims to identify the EPs that are employed by visually impaired children when working with PPLs and to investigate how these EPs can provide an insight into the learning processes associated with control flow. The specific research questions are outlined below:

1) What exploratory procedures do VI children in primary education employ when working with physical programs?

2) How do the exploratory procedures of VI children change as an understanding of control flow develops?

3) To what extent can an understanding of the different exploratory procedures employed be used to support VI children develop an understanding of control flow?