HACI: A Haptic-Audio Code Interface to Improve Educational Outcomes for Visually Impaired Introductory Programming Students

TL;DR

HACI is an innovative haptic-audio interface designed to improve programming education for visually impaired students by providing non-visual feedback during coding tasks, aiming to enhance accessibility and learning outcomes.

Contribution

This work introduces HACI, a novel web-based tool integrating haptic and audio feedback for visually impaired programmers, with design principles, implementation, and preliminary evaluation.

Findings

HACI improves non-visual code navigation and understanding.

Haptic and audio feedback aid in debugging and comprehension.

Challenges include feedback consistency and customization.

Abstract

This thesis introduces the Haptic-Audio Code Interface (HACI), an educational tool designed to enhance programming education for visually impaired (VI) students by integrating haptic and audio feedback to compensate for the absence of visual cues. HACI consists of a non-resource-intensive web application supporting JavaScript program development, execution, and debugging, connected via a cable to an Arduino-powered glove with six integrated haptic motors to provide physical feedback to VI programmers. Motivated by the need to provide equitable educational opportunities in computer science, HACI aims to improve non-visual code navigation, comprehension, summarizing, editing, and debugging for students with visual impairments while minimizing cognitive load. This work details HACI's design principles, technical implementation, and a preliminary evaluation through a pilot study conducted with undergraduate Computer Science students. Findings indicate that HACI aids in the non-visual navigation and understanding of programming constructs, although challenges remain in refining feedback mechanisms to ensure consistency and reliability, as well as supplementing the current functionality with a more feature-reach and customizable accessible learning experience which will allow visually impaired students to fully utilize interleaved haptic and audio feedback. The study underscores the transformative potential of haptic and audio feedback in educational practices for the visually impaired, setting a foundation for future research and development in accessible programming education. This thesis contributes to the field of accessible technology by demonstrating how tactile and auditory feedback can be effectively integrated into educational tools, thereby broadening accessibility in STEM education.