**Acknowledgements**

of sensors with conditions, loops, and queries. The robotics courses for pupils with visual impairments are frequently requested by different classes and are met with great enthusiasm. Usually, the course takes place between two and five times a year. Furthermore, teachers can request the developed materials, rent LEGO Mindstorm robots, and ask for advice on how to

**Figure 6.** Prepared software for the robotics course for students who are visually impaired: illustrated instructions.

The evaluation of the courses took place verbally and was later put onto paper. With the help of statistical evaluation methods, feedback can be recorded quantitatively in order to validate the success of the measure or to adapt it. In addition to inquiries such as "How did you like the lecture/the programming/the difficulty of the tasks/the course schedule?" (6-degree scale from 1 = very good to 6 = not satisfying) or "How did you like the day?" (3-degree scale from 1 = too easy to 3 = too difficult), the questionnaire includes open questions that allow room for

The pupils (n = 8) mentioned, on a 6-degree scale, that the presentation was very exciting (Median = 1.25), that the programming had been very good (M = 1) and that they learned something (M = 1.13). Every pupil also said that they enjoyed the course and that he/she would like to visit the course again. Some of the students mentioned in the open questions section that they wanted a successor program, which will be developed as a consecutive step. Due to the small sample size, the statistical power of the results is reduced and statistical relevance of the quantitative data needs to be discussed. However, from a qualitative point of view with regard to the frequently given feedback, the analysis showed that the students' enthusiasm, interest,

To keep up the interest in STEM-fields, it is necessary to involve pupils in the process of programming playfully. Technical universities in Germany and Switzerland already offer a

and appreciation for the courses were high among both teachers and students.

conduct the courses on their own.

144 Causes and Coping with Visual Impairment and Blindness

**6. Evaluations of the course**

**7. Conclusion and outlook**

comments and suggestions for improvement.

Part of this chapter has been taken from our earlier work cited in Stehling V, Schuster K, Richert A, Jeschke S. Access all areas: Designing a hands-on robotics course for visually impaired high school students. In: Proceedings part II of the HCI International 2015; 2–7 August 2015; Los Angeles, USA. Communications in Computer and Information Science. Cham: Springer International Publishing; 2015. pp. 430-435.
