Design and Implementation of an Educational Game Considering Issues for Visual Impaired People Inclusion

Neto, Luiz Valério; Fontoura, Paulo Henrique; Bordini, Rogério Augusto; Otsuka, Joice Lee

doi:10.1109/icalt.2019.00097

Cited by 6 publications

(6 citation statements)

References 6 publications

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“…Ten studies included learners with hearing impairments, mostly with cochlear implants while two studies involved learners with deafness (Tobar-Munoz et al, 2014 ; Bouzid et al, 2016 ). Eight studies involved learners with visual impairment (Sepchat et al, 2006 ; RuŽičková and Hordějčuková, 2015 ; Ciman et al, 2018 ; De Biase et al, 2018 ; Matas et al, 2019 ; Neto L. et al, 2019 ; Neto L. V. et al, 2019 ; Sari et al, 2019 ; Neto et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component—(a) subject (learners with disabilities), (b) technology (game-based learning applications), (c) object (target skills or behaviours), (d) rules (implementation procedure and performance measures), (e) community (learners with disabilities, special education professionals, and parents), (f) division of labour (among learners, professionals, and parents) and (g) outcome (performance of target skills or behaviours). Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions (e.g., opposing views among experts on the role of educational games in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities.

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Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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“…Adolescents with disabilities (Alfredsson Ågren et al, 2020;Gelsomini et al, 2019;Gerling et al, 2016aGerling et al, , 2016bGonçalves et al, 2020;Grabski et al, 2016;Kane et al, 2018;Lozano et al, 2018;Mendoza-González et al, 2018;Neto et al, 2019Neto et al, , 2020Regal et al, 2020;Ringland, 2019;Schneider et al, 2018;Smith and Nayar, 2018;Wästerfors and Hansson, 2017) 16…”

Section: Additional Variablesmentioning

confidence: 99%

“…Adolescents without disabilities (Alfredsson Ågren et al, 2020;Grabski et al, 2016;Neto et al, 2019Neto et al, , 2020 4 Adults with disabilities (Andrade et al, 2018(Andrade et al, , 2019(Andrade et al, , 2020Araújo et al, 2017;Bandyopadhyay and Dalvi, 2017;Beeston et al, 2018;Buzzi et al, 2016Buzzi et al, , 2019Cabrera et al, 2017;Cairns et al, 2019b;Chakraborty et al, 2017;Chebka and Essalmi, 2015;Compañ-Rosique et al, 2019;Contreras et al, 2019;de Lima Salgado et al, 2019;Ferdous et al, 2016;Fernández et al, 2019;Furini et al, 2019;Gerling et al, 2016aGerling et al, , 2016bGerling et al, , 2...…”

Section: Additional Variablesmentioning

confidence: 99%

“…Adults without disabilities (Alvarez-Robles et al, 2020;Cairns et al, 2019b;Chebka and Essalmi, 2015;da Silva et al, 2018;Ferdous et al, 2016;Fernández et al, 2019;Furini, 2016;Furini et al, 2019;Gonçalves et al, 2020;Grabski et al, 2016;Mahardhika et al, 2019;Mangiron, 2016;Napoli and Chiasson, 2018;Neto et al, 2019Neto et al, , 2020Oppegaard et al, 2017;Paliokas et al, 2016;Prandi et al, 2017;Schneider et al, 2018;Sørensen and Hansen, 2017;Teixeira Borges and Borba Campos, 2017;Tezza et al, 2019;Yildiz et al, 2017) 23 Adults without disabilities as proxies for adults with disabilit...…”

Section: Additional Variablesmentioning

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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“…Na literatura, Compañ et al (2019) e Neto et al (2019, apresentam jogos acessíveis destinados a um público específico. Por isso, é relevante mencionar sobre o Desenho Universal em jogos digitais, e como ele é útil e pode contribuir em jogos educacionais, devido à alternativa para um design de jogos mais inclusivo.…”

Section: Jogos Universalmente Acessíveisunclassified

Requisitos de Acessibilidade em Jogos voltados para o Desenho Universal: Mecânica do Jogo de Cartas

Cunha

Braga

Melle

et al. 2022

Anais Estendidos Do XXI Simpósio Brasileiro De Jogos E Entretenimento Digital (SBGames Estendido 2022)

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O Desenho Universal (DU) refere-se a ferramentas e produtos destinado a qualquer perfil de público, independente de suas limitações, tornando importante para o acesso do usuário, mas na literatura ainda possui limitações de pesquisas realizadas nesta área. Portanto, este trabalho propõe 24 requisitos para o desenvolvimento de jogos universalmente acessíveis e contou com a participação de diferentes perfis de usuários. Esses requisitos são destinados a mecânica do jogo de cartas. Esses resultados podem ser usados como requisitos para a implementação de jogos que incluam o DU e aprimorem o uso equitativo de jogos digitais.

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Design and Implementation of an Educational Game Considering Issues for Visual Impaired People Inclusion

Cited by 6 publications

References 6 publications

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

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

Requisitos de Acessibilidade em Jogos voltados para o Desenho Universal: Mecânica do Jogo de Cartas

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