The production of a gamified Learning Object accessible to people with visual or hearing disabilities for teaching Geometry

Sombrio, Graziela de Souza; Schimmelpfeng, Leonardo Enrico; Ulbricht, Vânia Ribas

doi:10.1109/laclo.2016.7751787

Cited by 5 publications

(5 citation statements)

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“…Elderly (Huang and Westin, 2020;Joddrell and reference to the social model of disability, which I identified through full-reads of the manuscripts. Universal design in learning (de Souza Sombrio et al, 2016aMerritt, 2017) followed as one of the frequently utilized theoretical framework in the literature. Universal design can also be considered an application of the social model of disability (Hamraie, 2017).…”

Section: Totalmentioning

confidence: 99%

“…Within the reviewed literature, there were studies that explicitly utilized such framings of disability (Beckett et al, 2016;Beeston et al, 2018;Bujari et al, 2015;Cairns et al, 2019b;Cinquin et al, 2019;Dombrowski et al, 2019;Garcia and de Almeida Neris, 2020;Gonçalves et al, 2020;Leite et al, 2019;Merritt, 2017;Salen Tekinbaş, 2017;Wasserman et al, 2019) and I can specifically note the popularity of universal design (de Souza Sombrio et al, 2016a;Merritt, 2017;Sombrio et al, 2016) as a social model approach to implementing accessibility by designing environments that can be used by everyone with no barriers (Hamraie, 2017;Iwarsson and Ståhl, 2003). Overall, however, such studies were a minority in the examined literature.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

“…Twelve studies (Beckett et al, 2016; Beeston et al, 2018; Bujari et al, 2015; Cairns et al, 2019b; Cinquin et al, 2019; Dombrowski et al, 2019; Garcia and de Almeida Neris, 2020; Gonçalves et al, 2020; Leite et al, 2019; Merritt, 2017; Salen Tekinbaş, 2017; Wasserman et al, 2019) made explicit or strong implicit reference to the social model of disability, which I identified through full-reads of the manuscripts. Universal design in learning (de Souza Sombrio et al, 2016a, 2016b; Merritt, 2017) followed as one of the frequently utilized theoretical framework in the literature. Universal design can also be considered an application of the social model of disability (Hamraie, 2017).…”

Section: Coding and Findingsmentioning

confidence: 99%

“… Studies (Alvarez- Robles et al, 2020;Chebka and Essalmi, 2015;de Souza Sombrio et al, 2016a Escudeiro et al, n.d.;Fernández et al, 2019;Ferreira et al, 2016;Jaramillo- Alcázar et al, 2018a, 2018bRocha and Escudeiro, 2018;Ulisses et al, 2018) …”

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confidence: 99%

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Accessibility of games and game-based applications: A systematic literature review and mapping of future directions

Hassan

2023

New Media & Society

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Digital game technologies, that is, games and emerging game-based applications, are pervasively spread in society as a means of entertainment, education and exercise, amongst other uses. With this popularity, attention has been directed towards the accessibility of these technologies to people with disabilities to ensure equity, equal access to opportunities and realize earnings from a significant customer group. This study investigates: How is the attention of academic game accessibility research divided across game technologies, disability categories and use domains? And where is attention needed? To answer these questions, I conducted a review of research (162 manuscripts) on game technologies’ accessibility published between 2016 and 2020, inclusive. The reviewed literature appears to have a utility focus (e.g. on education and health management) that relatively de-emphasizes the importance of game accessibility for entertainment or fun purposes. Auditory, motor and mobility disabilities, and emerging gamification, exergames, virtual reality (VR) and augmented reality (AR) are especially under researched in the academic domain.

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Section: Totalmentioning

confidence: 99%

Section: Theoretical Implicationsmentioning

confidence: 99%

Section: Coding and Findingsmentioning

confidence: 99%

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confidence: 99%

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Accessibility of games and game-based applications: A systematic literature review and mapping of future directions

Hassan

2023

New Media & Society

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“…Furthermore, technological devices are increasingly being coupled and built according to the different needs of people with visual impairment [23], using accessible resources, implementing simple navigation [24] and safe portability, reducing the maximum weight, and ensuring ease of use and an economically achievable cost [25] in order to overcome the existing barriers [26], reduce the digital gap, and help individuals achieve autonomy in their personal and professional development.…”

Section: Related Workmentioning

confidence: 99%

Methodological Experience in the Teaching-Learning of the English Language for Students with Visual Impairment

Cardenas

Inga

2021

Education Sciences

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This document evidences an innovative methodological vision in the teaching-learning process of the English language focused on the inclusion of all its students in a heterogeneous learning environment. Learning a foreign language as a second language is a challenge that all students must overcome, but this challenge is more significant in visually impaired students. Therefore, the present research is based on a historical, descriptive process that reviews high-impact scientific articles supported by recognized databases. Later on, it warns about breaking down the stages of the process, supporting the analytical method, and then joining each stage, starting from the simple to the complex using the synthetic method, thus consummating a complete analytical-synthetic process. In this way, the present work shows a description of the methodological experience from a set of good practices for visually impaired students in the classroom environment. The proposed work systematizes the methodology applied in the educational process and categorizes the stages of the methodological process developed according to the skills and abilities required for learning by using typhlo-technical tools. On the other hand, the research determines a route map that allows and facilitates the management of the method implemented in learning the English language for students with visual impairment. Consequently, this constitutes a valid alternative for educational inclusion within an innovative environment that welcomes the use of information and communication technologies to achieve the natural inclusion and autonomous participation of students with visual impairment.

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Gamification and Accessibility

Furini

Mirri

Montangero

2019

2019 16th IEEE Annual Consumer Communications &Amp; Networking Conference (CCNC)

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The production of a gamified Learning Object accessible to people with visual or hearing disabilities for teaching Geometry

Cited by 5 publications

References 3 publications

Accessibility of games and game-based applications: A systematic literature review and mapping of future directions

Accessibility of games and game-based applications: A systematic literature review and mapping of future directions

Methodological Experience in the Teaching-Learning of the English Language for Students with Visual Impairment

Gamification and Accessibility

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