Workshop #1
On July 18, 2022, I travelled to Khon Kaen School for the Blinds to conduct Workshop #1. For the first time, I would actually get to test out my product, and got many feedbacks from the teachers. Even though the blind students were not fully back to school because of the Covid-19 restrictions, I got to present and demonstrate LOGIKN to the teachers. Teachers have been looking for board games/teaching aids that can teach blind students the logic of computer programming. I am glad to learn that LOGIKN met the teacher’s expectation, although with some adjustments that needs to be made. This workshop helped me understand blind people more, and I will be able to improve LOGIKN to become a better and fitting game for blind students.
A video summary of my first workshop.
Anak Asvanund giving the first prototype of LOGIKN to the Khon Kaen School for the Blinds.
ASSUMPTIONS AND EXPECTATIONS BEFORE THE WORKSHOP 1
Product:
User 1: Teachers
Teachers are the main users of this workshop. Before beginning the workshop and meeting with the teachers, I felt very anxious. Many emotions rushed through me. I had many thoughts of what might happen during the workshop. I thought that my project was going to get rejected, and I had to redo everything after months of effort and devotion. Even though I had many negative thoughts of what might happen during the workshop, my expectations were still high. I expected that my project would be approved by all teachers, with a few mistakes to fix and learn from.
User 2: Students
The goal for the first workshop was to demonstrate and test with the teachers if my project is able to help and teach the students or not. The main target for the first workshop was the teachers. They have to test LOGIKN out first, and approve the game. If I had extra time, or had the chance, I would let blind students play my game and give me some comments.
Environment
I expected the blind school to be bigger and provide more teaching materials to the students. However, I am aware that schools in remote areas do not have sufficient funds to maintain and improve their facilities. Schools such as this rely mostly on donations and public funding.
KEY LEARNINGS FROM WORKSHOP 1
Product:
Previously unconsidered information:
One of the blind teachers tried to find the coordinates and move the characters, but it took a very long time before she could finish one task. Therefore, she suggested that I should add some bumps to make it easier to count for the students. I will design and add bumps on the board to make the game easier, faster, and more enjoyable. Students will not have to count the number of blocks for which their characters have to move. They can find bumps which are between every two holes on the board.
In addition to the bumps on the board that I will design and add, one of the blind teachers wanted me to make a coordinate tab that could be stuck beside the board, so the students could confirm the position of the characters if the characters are in the right places or not.
I will design a coordinate tab that will be able to attach next to the board.This coordinate tab will be able to attach onto the side of the board. It will help make the process of moving characters from one place to the other easier. It will also help support the small bumps that I am going to add onto the board. I will design and print the coordinate tabs separately from the board because my 3D printer does not have enough space.
The blind students have trouble finding things, and to make the game easier and more enjoyable, I have to create a tray to separate the characters and command blocks.