research-article

Teachers’ Perceptions around Digital Games for Children in Low-resource Schools for the Blind

Authors:

Nirmalendu Diwakar,

Aditya Vashistha,

Manohar SwaminathanAuthors Info & Claims

CHI '21: Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

Article No.: 43, Pages 1 - 17

https://doi.org/10.1145/3411764.3445194

Published: 07 May 2021 Publication History

Abstract

Most children who are blind live in low-resource settings and attend schools that have poor technical infrastructure, overburdened teachers, and outdated curriculum. Our work explores the role digital games can play to develop digital skills of such children in the early grades. Recognizing the critical role of teachers in introducing children to technology, we conducted a mixed-methods study to examine which attributes of digital games teachers find useful for children and what challenges they perceive in integrating digital games in schools for the blind. Our findings indicate that teachers prefer games that align well with curriculum objectives, promote learning, improve soft skills, and increase engagement with computers. Despite being overburdened and lacking technological support, teachers expressed strong enthusiasm to integrate these games in school curriculum and schedule. We conclude by discussing design implications for designers of accessible games in low-resource settings.

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Teachers’ Perceptions around Digital Games for Children in Low-resource Schools for the Blind

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cover image ACM Conferences

CHI '21: Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

May 2021

10862 pages

ISBN:9781450380966

DOI:10.1145/3411764

General Chairs:
Yoshifumi Kitamura
Tohoku University, Japan
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University of New South Wales, Australia
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Katherine Isbister
University of California Santa Cruz, USA
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Takeo Igarashi
The University of Tokyo, Japan
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Publications Chairs:
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University of Copenhagen, Denmark
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Published: 07 May 2021

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CHI '21

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SIGCHI

CHI '21: CHI Conference on Human Factors in Computing Systems

May 8 - 13, 2021

Yokohama, Japan

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Overall Acceptance Rate 6,199 of 26,314 submissions, 24%

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Cited By

Varanasi RDell NVashistha A(2024)Saharaline: A Collective Social Support Intervention for Teachers in Low-Income Indian SchoolsProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642617(1-20)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642617
Bhatnagar TUpadhyay VRao PMarquardt NMiodownik MHolloway C(2023)Brilliance and Resilience: A New Perspective to the Challenges, Practices and Needs of University Students with Visual Impairments in IndiaHuman-Computer Interaction – INTERACT 202310.1007/978-3-031-42280-5_4(67-88)Online publication date: 28-Aug-2023
https://dl.acm.org/doi/10.1007/978-3-031-42280-5_4
Sridhar APoddar RJain MKumar P(2023)Challenges Faced by the Employed Indian DHH CommunityHuman-Computer Interaction – INTERACT 202310.1007/978-3-031-42280-5_13(201-223)Online publication date: 28-Aug-2023
https://dl.acm.org/doi/10.1007/978-3-031-42280-5_13
Valguarnera SLandoni M(2023)Design with and for Children: The Challenge of InclusivityUniversal Access in Human-Computer Interaction10.1007/978-3-031-35681-0_11(171-184)Online publication date: 23-Jul-2023
https://dl.acm.org/doi/10.1007/978-3-031-35681-0_11
Barbareschi GSwaminathan MPimenta Freire AHolloway C(2021)Challenges and Strategies for Accessibility Research in the Global South: A Panel DiscussionProceedings of the X Latin American Conference on Human Computer Interaction10.1145/3488392.3488412(1-5)Online publication date: 22-Nov-2021
https://dl.acm.org/doi/10.1145/3488392.3488412

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