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Physical computing enables learners to create interactive projects using tangible materials and electronic components. These projects commonly utilize microcontroller boards like the micro:bit. In contrast, computer vision (CV) is a powerful technique for detecting input through interaction with everyday materials like paper, and it can be utilized for physical computing projects. However, CV-based toolkits are typically limited to input detection and rely on screen-based or projected outputs. This paper presents a hybrid approach that integrates a CV-based platform called Paper Playground with the micro:bit electronics platform. By combining CV-detected, paper-based inputs with the rich input-output possibilities of microcontroller-based systems, we showcase a multimodal physical computing toolkit. Through three project examples, we explore how this hybrid approach can enhance the creative possibilities in physical computing, and develop a preliminary design space combining CV-based and electronics-based physical computing. 

Paper prototyping presents a low-entry barrier method to engaging youth in interaction design. Purely paper-based designs leave a large gap between ideation and implementation. Paper Playground is a prototyping tool that connects physical and virtual papers with JavaScript programs, enabling the creation of multimodal prototypes in both face-to-face and virtual settings. Paper Playground is being designed and developed through iterative co-design activities including youth and adults. Here we present findings from remote co-design sessions with youth, investigating what affordances the participants requested from a multimodal prototyping tool. We reflect on the co-designers desires and remarks on paper use for interactive project design, remote collaborative use, and extensibility for physical computing. 

The evolution of Web Speech has increased the ease of development and public availability of auditory description without the use of screen reader software, broadening its exposure to users who may benefit from spoken descriptions. Building off an existing design framework for auditory description of interactive web media, we have designed an optional Voicing feature instantiated in two PhET Interactive Simulations regularly used by students and educators globally. We surveyed over 2000 educators to investigate their perceptions and preferences of the Web Speech-based Voicing feature and its broad appeal and effectiveness for teaching and learning. We find a general approval by educators of the Voicing feature and more moderate statement ratings than expected to the different preset speech levels we presented to them. We find that educators perceive the feature as beneficial both broadly and for specific populations while some acknowledge particular populations for whom it remains ineffective. Lastly, we identify some variance in the perceptions of the feature based on different aspects of the simulation experience.