Neto, IsabelJohal, WafaCouto, MartaNicolau, HugoPaiva, AnaGüneysu Özgür, Arzu2020-06-252020-06-252020-06-252020-06-2210.1145/3392063.3394439https://infoscience.epfl.ch/handle/20.500.14299/169627Geometry and handwriting rely heavily on the visual representation of basic shapes. It can become challenging for students with visual impairments to perceive these shapes and understand complex spatial constructs. For instance, knowing how to draw is highly dependent on spatial and temporal components, which are often inaccessible to children with visual impairments. Hand-held robots, such as the Cellulo robots, open unique opportunities to teach drawing and writing through haptic feedback. In this paper, we investigate how these tangible robots could support inclusive, collaborative learning activities, particularly for children with visual impairments. We conducted a user study with 20 pupils with and without visual impairments, where they engaged in multiple drawing activities with tangible robots. We contribute novel insights on the design of children-robot interaction, learning shapes and letters, children engagement, and responses in a collaborative scenario that address the challenges of inclusive learning.Visually impairedChildrenHuman-robot interactionHaptic guidanceCollaborative learningAccessibilityInclusive Learningchili_cellulo_Writingtext::conference output::conference proceedings::conference paper