Guidelines for the Development of Accessible Computer Games

Ossmann, Roland; Miesenberger, Klaus

doi:10.1007/11788713_60

Cited by 30 publications

(21 citation statements)

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“…Kendon ([154] pp [205][206][207][208][209][210][211][212][213][214][215][216][217][218][219][220][221][222] presents a comparative study of hand shape used in pointing. From his collection of recordings (made in both Italy and England), he identified seven different types of manual pointing.…”

Section: Pointingmentioning

confidence: 99%

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Enabling the blind to see gestures

Quek

Oliveira

2013

ACM Trans. Comput.-Hum. Interact.

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(ABSTRACT)Mathematics instruction and discourse typically involve two modes of communication: speech and graphical presentation. For the communication to remain situated, dynamic synchrony must be maintained between the speech and dynamic focus in the graphics. Sighted students use vision for two purposes: access to graphical material and awareness of embodied behavior. This embodiment awareness keeps communication situated with visual material and speech. Our goal is to assist students who are blind or visually impaired (SBVI) in the access to such instruction/communication. We employ the typical approach of sensory replacement for the missing visual sense. Haptic fingertip reading can replace visual material. We want to make the SBVI aware of the deictic gestures performed by the teacher over the graphic in conjunction with speech. We employ a haptic glove interface to facilitate this embodiment awareness. In this research, we address issues from the conception through the design, implementation, evaluation to the effective and successful use of our Haptic Deictic System (HDS) in inclusive classrooms. GRANT INFORMATION

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Section: Pointingmentioning

confidence: 99%

“…The group proposed guidelines to create accessible games. Such guidelines were later refined by Ossmann and Miesenberger [205].…”

Section: Games and Accessibilitymentioning

confidence: 99%

Enabling the blind to see gestures

Quek

Oliveira

2013

ACM Trans. Comput.-Hum. Interact.

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“…It can be easier to think about the accessibility of a game starting from the beginning of its development. For this to be done, research proposed guidelines for a better accessibility in games [7], [8]. However, these studies do not consider accessibility problems related to language aspects: language is an inaccessibility factor for those who can't master it.…”

Section: Without Visual Support Languages Are Less Understandablementioning

confidence: 99%

Pyvox 2: An Audio Game Accessible to Visually Impaired People Playable without Visual Nor Verbal Instructions

Gaudy¹,

Natkin²,

Archambault³

2009

Lecture Notes in Computer Science

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Abstract. In games, we can discern two approaches to learn how interactivity works: the instructions for use and the interactivity itself. The number of spoken languages is evaluated at more than six thousand eight hundred: for this reason, instructions for use can't make games understandable for all potential users, which is especially true for audio games accessible to visually impaired players, since those games can not count on visual support and have small budgets. Such games don't provide translation, perhaps because of a lack of cost effectiveness. So, if the purpose of a game is to learn in a friendly but challenging way how interactivity can become complex, why not start this process from the very beginning, without the need of textual instructions? Some musical toys have their sighted users accomplish very simple actions in a funny way, without the need of instructions for use. Moreover, video games show us that it is possible to separate the learning process of a complex task in small steps easy to master. We have made a game according to those principles and realized an experiment to test it. All the players managed to progress in the game but not all understood all the principles of the game. For this kind of game, we assume that players do not have to understand the game during the first contact but they have to be encouraged to continue interaction. At last, the increase of the difficulty level has to be very progressive.

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“…Several papers have been written on the subject of audio games, from the creation of specific games to guidelines for creating audio-only games (McCrindle, 2000;Winberg, 2000;Ossman, 2006;and Gärdenfors, 2002). The game examples tend to be fairly simplistic, such as the Towers of Hanoi, Memory, or Space Invaders and borrow heavily from the field of auditory interfaces in order to map graphical information to auditory cues.…”

Section: Audio Gamesmentioning

confidence: 99%

“…ability to turn music on/off, ability to adjust volume of individual objects, etc.) as well as guidelines for level progression that includes tutorial options and difficulty progression/options (Ossman, 2006).…”

Section: Audio Gamesmentioning

confidence: 99%

Design and evaluation of auditory spatial cues for decision making within a game environment for persons with visual impairments

Oren

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Guidelines for the Development of Accessible Computer Games

Cited by 30 publications

References 0 publications

Enabling the blind to see gestures

Enabling the blind to see gestures

Pyvox 2: An Audio Game Accessible to Visually Impaired People Playable without Visual Nor Verbal Instructions

Design and evaluation of auditory spatial cues for decision making within a game environment for persons with visual impairments

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