Perspectives on Accessibility in Digital Games

Abstract

Gaming technologies provides new ways of learning, but even though the new technologies have unique opportunities to support different individual needs, most games are not designed for people with impairments. This is specifically a problem in a learning context in mixed groups as well as for teachers with impairments who have to use the technology for preparing their classes. This paper focuses on how to make games for learning more accessible for students and teachers with different impairments.

2222: An Accessible Game To Promot Environment Protection Awareness

“…A notable evolution in current digital games, compared to slightly older games, is that some accessibility features, previously considered not so relevant or impossible are now widely used by the industry [Andrade et al 2021]. Features such as well-organized and intuitive interface, color contrast in the User Interface (UI), simple controls and remapping possibilities for keys, color blindness filters with intensity adjustment and even the possibility of selecting different languages are some of the main basic elements so that the game is considered minimally accessible [Hauge et al 2018].…”

“…Even though we have made significant advances, there is still a difficulty, or lack of interest, by a portion of game industry -especially in the mainstream industry -in creating products that are able to meet the demand of players in relation to game playing in an egalitarian way. A common problem is when game designers think of accessibility as adaptations in games and mechanics already developed, as if it's just a feature to be done after the game is ready [Hauge et al 2018, Andrade et al 2021]. To create increasingly accessible games, the process must be reversed.…”

“…However, despite the increased level of interest in games, accessibility barriers within these products have made them almost unusable for people with disabilities (PWD), leading not only to their exclusion from this social phenomenon, but also to frustration when they are not able to experience the entertainment that those activities should be able to offer. Therefore, access to gaming is a quality of life issue, and it is crucial to promote a more inclusive society and recognize the universal right of access to culture and leisure [Hauge et al 2018].…”

A Framework for Serious Games in High Education

“…This feeds into the current status of the research in relation to S. G. which do support learning. According to S. Marsh [14], despite its broader definitions, as noted above, (S.G.) are made so that the gamer intends to learn something, to practice some skill, or to acquaint himself with skills, on the other hand, according to V. Nieto and E. Baalsrud [15,16], unquestionably because they frequently have considerable potential in the learning and teaching process, they are frequently mistaken for the subgroup of educational games. The successful use of (S.G.) offers room for challenges in the teaching -learning process, namely if these games are adaptable; if they set clear objectives and targets; if they allow or even induce collaboration between players and the students; whether this collaboration is accomplished through engagement; as well as if people are satisfied when they are playing them -true immersion is appropriate [16].…”

“…We propose a framework comprising a set of game elements to be used in a serious game that is capable of engaging and motivating students in higher education, while generally improving learning processes. The main aspects that contribute to the success of a serious game, as previously mentioned, have to do with (i) being adaptable, (ii) propose clear objectives, (iii) allow or even induce collaboration, and (iv) generate player satisfaction [16].…”