A Systematic Literature Review on Teaching Programming to People with Cognitive Disabilities

2021 IEEE Frontiers in Education Conference (FIE) Pub Date : 2021-10-13 DOI:10.1109/FIE49875.2021.9637361

Elaine Cristina Juvino De Araújo, W. Andrade

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引用次数: 1

Abstract

This Research Full Paper presents a Systematic Literature Review (SLR) that analyzes scientific studies based on teaching programming to people with cognitive disabilities. Teaching programming is naturally challenging, especially when faced with students with different learning levels, including cognitive impairment. Due to the lack of a panorama that contemplates the association between teaching programming and people with cognitive disabilities, we present this SLR to identify which initiatives are available to teach people with cognitive disabilities to programming. This SLR followed the protocol model of a systematic review adapted to cover specific requirements for planning, executing, and presenting results. There are some initiatives to include students with some cognitive impairment found in the literature. However, there are still gaps to explore. The main question answered by this research is to identify what are the efforts and contributions to teaching people with cognitive disabilities to program, looking for related papers in the Springerlink, ACM, and IEEE databases.

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认知障碍者程序设计教学的系统文献综述

本文对认知障碍者编程教学的相关科学研究进行了系统的文献综述。编程教学自然具有挑战性，尤其是面对不同学习水平的学生，包括认知障碍的学生。由于缺乏对编程教学与认知障碍人士之间关系的全面考虑，我们提出这一单反，以确定哪些举措可用于教认知障碍人士编程。该SLR遵循了系统审查的协议模型，该模型适合于涵盖计划、执行和呈现结果的特定需求。在文献中发现了一些包括有认知障碍的学生的倡议。然而，仍有空白有待探索。本研究回答的主要问题是，通过在Springerlink、ACM和IEEE数据库中查找相关论文，确定在教授认知障碍人士编程方面所做的努力和贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2021 IEEE Frontiers in Education Conference (FIE)

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