Accessibility of Educational Games and Game-Based Approaches to People with Learning and Physical Disabilities: A Systematic Literature Review

Hassan, Lobna

Accessibility of Educational Games and Game-Based Approaches to People with Learning and Physical Disabilities: A Systematic Literature Review

Files

0158.pdf (455.93 KB)

Date

2024-01-03

Authors

Hassan, Lobna

Starting Page

1608

Abstract

Games and game-based approaches to education have become a part of most online and offline learning. They are thought to engage students and facilitate effective learning. These technologies, nonetheless, are often inaccessible to people with disabilities such as learning, auditory, visual, or cognitive impairments. In this paper, I ask: what is the state of the art of academic research on accessibility of game-based education to people with disabilities? What needs research and development to make sure no student is left behind? This literature study of research published between 2016 and 2020 (66 manuscripts) shows that researchers are directing relatively less attention towards motor and auditory accessibility. Research investigating the use of accessible solutions by people with and without disabilities simultaneously, in the same setting is needed. Emerging technology, such as AR & VR need attention and the range of stakeholders involved in this research needs expansion.

Keywords

Services for All: Inclusion, Accessibility, and Diversity, disability, educational games, gamification, learning difficulties, serious games

URI

https://hdl.handle.net/10125/106580

Extent

10 pages

Related To

Proceedings of the 57th Hawaii International Conference on System Sciences

Rights

Attribution-NonCommercial-NoDerivatives 4.0 International

Collections

Services for All: Inclusion, Accessibility, and Diversity

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