Design of a Curriculum Framework for Raising Awareness of Game Accessibility

Westin, Thomas; Dupire, Jérôme

doi:10.1007/978-3-319-41264-1_68

Cited by 8 publications

(6 citation statements)

References 12 publications

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“…They should provide appropriate challenges so that the player's skill level can be easily matched by varying the level of difficulty [14]. The player may have difficulties in interacting with the game, in case of disability for instance [39,40]. The game should be evaluated for its accessibility [7].…”

Section: The Gamementioning

confidence: 99%

The Colectyng Model for the Evaluation of Game-Based Learning Activities

Taly¹,

Djaouti²,

Alvarez³

2020

Lecture Notes in Computer Science

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Games and/or play are often used in educational context as mediation. The resulting teaching or training activitys are however difficult to assess. To set up a model to allow evaluating these activitys, we choose to enrich an existing grid, that was developed in 2006 by Sara de Freitas and Martin Oliver, centered on pedagogical considerations. We propose to add dimensions relating to the game, the humans involved, and their interactions with the game. The resulting grid takes into account COntext, LEarner, Course scenario, Teacher, plaY aNd Game, making the Colectyng framework. The model was then confronted to literature to see if we could complete the grid and whether all elements could fit in the model, assuming that the collecting framework would act as a meta-model. Altogether our analysis suggest that the colectyng framework indeed acts as a metamodel that could give a general view and could facilitate the articulation between more specialized models. Game-based learning Evaluation

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Section: The Gamementioning

confidence: 99%

The Colectyng Model for the Evaluation of Game-Based Learning Activities

Taly¹,

Djaouti²,

Alvarez³

2020

Lecture Notes in Computer Science

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“…Also, there is a possibility to train socially responsible engineers by developing accessible games [48], similar to SuperJam [42]. To get a general idea of what learning outcomes to cover in educational activities, an educational framework for game accessibility is available in [49,50].…”

Section: Raising Awareness About Igdmentioning

confidence: 99%

“…Thus, the creative units or communities of specialists [10] such as programmers and artists, need to have knowledge and skills about inclusive game design and accessibility. This in turn requires education, where useful advice can be found in [47][48][49][50]. Educational activities should also consider the occupational community [22] structure of the game industry where staff works on a project basis, for instance with a pool of open educational resources [51] that can be freely shared within the industry rather than in-house resources.…”

Section: Designing Igd Processesmentioning

confidence: 99%

Activities to Support Sustainable Inclusive Game Design Processes

Westin¹,

Brusk²,

Engström³

2019

EAI Endorsed Transactions on Creative Technologies

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INTRODUCTION: The problem addressed in this work is the lack of knowledge of what inclusive game design would mean in practice within existing design processes of game companies. A pilot project was devised to involve both the game industry and disabled people. OBJECTIVES: The goal in this study was to identify activities that constitute the biggest obstacles to realising sustainable design processes for inclusive game design. METHODS: The study is mainly based on two full-day workshops with the game industry and three game studios, three organisations of disabled youth and authorities. RESULTS: Five activities were identified in the analysis of the workshops: 1) Find opportunities for inclusive game design; 2) Raise awareness about inclusive game design; 3) Handle integrity and security; 4) Recruit the right competence; and 5) Adapt workplaces and tools. CONCLUSION: The five main activities should be considered to achieve sustainable inclusive game design processes.

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“…Game accessibility aims to enable more people to play digital games. Although the Literature provides techniques, guidelines, and strategies (for instance, in [9,12,15,16,29]), developers often ignore game accessibility recommendations, for reasons including efforts (for instance, costs and time), impossibility of application and unfamiliarity [1,23,28]. Developers often makes assumptions of user abilities [24], which, in practice, do not always hold true.…”

Section: Introductionmentioning

confidence: 99%

Strategies for Inclusive End-User Co-Creation of Inclusive Storytelling Games

Garcia¹,

Neris²

2019

Entertainment Computing and Serious Games

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As gaming acquires new purposes (for instance, entertainment, education and healthcare), game accessibility becomes increasingly important for multiple domains. For broader inclusion, game accessibility encompass both creation and play. Towards this goal, we have defined a framework to enable more people to create and play digital games In this paper, we present strategies resulting from developing and evaluating Lepi, an inclusive end-user tool for co-creation of inclusive storytelling-based games. Adults with heterogeneous interaction needs, levels of literacy and experience with computers used Lepi to co-create their games over ten creation workshops. Using Lepi and following the framework practices, the participants managed to co-create games accessible for themselves and their peers. From this experience, we have identified some strategies (Creation Commands, Interaction Alternatives for Input, Slots, Creation Alternatives, Assisted and Collaborative Co-Creation, Gentle Slopes, Multimodal Features, Playing Commands and Presenting Game Content) which can contribute towards more inclusive practices of game creation and play of storytelling-based games.

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Design of a Curriculum Framework for Raising Awareness of Game Accessibility

Cited by 8 publications

References 12 publications

The Colectyng Model for the Evaluation of Game-Based Learning Activities

The Colectyng Model for the Evaluation of Game-Based Learning Activities

Activities to Support Sustainable Inclusive Game Design Processes

Strategies for Inclusive End-User Co-Creation of Inclusive Storytelling Games

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