Validating a First Educational Training System to Teach ScratchJr to Neurotypical and Neurodivergent Children According to Their Preferences and Needs

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Abstract
Teaching programming to children at early age has been proven to be beneficial. Some research has focused on how to teach programming to children with special needs. According to Human-Computer Interaction, all users should be involved in the design of their systems (including learning systems). However, evaluation procedures with young children are a complex task, which can be even harder when the young children have some special needs. This paper proposes a validation procedure which was applied with 50 children between 6-7 years to evaluate the usability of a training system to teach them Scratch Jr irrespectively whether they are neurotypical or neurodivergent.
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