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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.

Research has highlighted Digital Games (DG)’ capacity to enhance skill and abilities through their persuasiveness and motivational appeal, which can support immersive, situated and user-centered experiences. DG development remains a challenge both in terms of costs and of the diverse range of advanced, multi-disciplinary expertise required to develop a DG. Developing DGs for such a complex domain as Mechanical Engineering (ME) to better equip engineering students to practice at the intersection of complex systems increases this challenge. An alternative to decrease costs is to capitalize on existing DGs. The paper analyzes opportunities for DG adaptation, in order to enable the reengineer of existing games to fit specific purposes and support knowledge transfer. The authors build upon current research and practices to construct an approach for adapting DG content. Two case studies are presented as a proof of concept to exemplify the different levels of the digital game reengineering process.

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