Mapping the Landscape of Digital Accessibility in Computer Science Education: A Mapping Literature Review

Morgan Haley McKie; Alexandra Coso Strong

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Educational Research and Methods Division (ERM) Technical Session 17
Tagged Division: Educational Research and Methods Division (ERM)
Tagged Topic: Diversity
Page Count: 14
DOI: 10.18260/1-2--47760
Permanent URL: https://peer.asee.org/47760
Download Count: 60

Paper Authors

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Morgan Haley McKie Florida International University

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Morgan H. McKie is a 2nd year doctoral student in the School of Universal Computing Construction and Engineering Education (SUCCEED) at Florida International University (FIU). Morgan also holds a master's degree in Engineering Management from FIU and is particularly interested in computer science for all. Her research interests include teaching and learning computer science in the Metaverse.

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Alexandra Coso Strong Florida International University orcid.org/0000-0003-4988-361X

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As an assistant professor of engineering education at Florida International University, Dr. Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Alexandra completed her graduate degrees in Aerospace Engineering from Georgia Tech (PhD) and Systems Engineering from the University of Virginia (UVa).

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Abstract

This mapping review examines the integration of digital accessibility within computer science education, a critical component of educational equity in our increasingly digital world. With the rapid shift to online course learning driven by events such as the COVID-19 pandemic, the need for accessible educational resources has become more pronounced, highlighting the challenges faced by both students and faculty. This review examines various scholarly publications to map out the current landscape of digital accessibility in higher education computing programs. It identifies prevalent challenges and explores those efforts undertaken by educational researchers to enhance the accessibility of their curricula.

The review adopts a mapping literature review methodology, enabling a broad coverage of relevant studies without focusing on detailed critical appraisals. Key databases such as IEEE Xplore and ACM Digital Library were searched using targeted keywords such as “Digital Accessibility” AND “Computer Science Education”, “Online learning” OR “Virtual Classrooms” AND “Accessibility”, “Inclusive Education” AND “Computer Science” OR “E-Learning”. The collected data was analyzed using thematic analysis methods to identify recurring themes and to highlight significant gaps in the literature.

Our findings reveal that while there is a growing awareness of the necessity for accessible learning environments, implementation practices vary significantly, often lacking consistency. The review discusses the implications of these findings for future research, and educational practice, emphasizing the need for more systematic approaches to integrate accessibility into the computing curriculum effectively. This synthesis not only contributes to academic discourse but also serves as a guide for improving digital accessibility in computer science education, ultimately aiming to foster an inclusive academic environment for all students.

Citation
Format

McKie, M. H., & Strong, A. C. (2024, June), Mapping the Landscape of Digital Accessibility in Computer Science Education: A Mapping Literature Review Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47760