OATAO is an open access repository that collects the work of Toulouse researchers and makes it freely available over the web where possible. This is an author-deposited version published in : http://oatao.univ-toulouse.fr/ Eprints ID : 18988

Despite being included in mainstream schools, visually impaired children still face barriers to social engagement and participation. Games could potentially help, but games that cater for both visually impaired and sighted players are scarce. We used a co-design approach to design and evaluate a robotbased educational game that could be inclusive of both visually impaired and sighted children in the context of mainstream education. We ran a focus group discussion with visual impairment educators to understand barriers to inclusive play. And then a series of co-design workshops to engage visually impaired and sighted children and educators in learning about robot technology and exploring its potential to support inclusive play experiences. We present design guidelines and an evaluation workshop of a game prototype, demonstrating group dynamics conducive to collaborative learning experiences, including shared goal setting/execution, closely coupled division of labour, and interaction symmetry.

Figure 1. From left to right: exploration of a raised-line map with an infrared tracker on the finger; exploration of a virtual map based on hand tracking and smartwatch feedback; left/right swipes on the smartwatch to filter the data; and raising hands to gather the data within a virtual grid layout.