Loading...
Investigating Inclusivity in Game-Based Learning: Current Practices and Multistakeholder Perspectives
Sousa, C.
Sousa, C.
Publication Date
2023-10
End of Embargo
Supervisor
Rights
(c) 2023 The Authors. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
Peer-Reviewed
Yes
Open Access status
openAccess
Accepted for publication
Institution
Department
Awarded
Embargo end date
Collections
Additional title
Abstract
This study aims to examine how inclusivity measures are understood and applied in game-based learning (GBL). It considers the perspectives of various stakeholders, such as educators, game designers, and students. The focus is on creating accessible and engaging games that meet the diverse needs and characteristics of players. The methodology adopted a combination of primary and secondary data sources to pursue these aims. The primary data collection involved focus groups with educators, game designers, and students. The study employed a participatory design approach, involving multiple stakeholders in the exploration of inclusivity measures. The data collected from the focus groups, along with findings from the literature review, helped in formulating a set of inclusivity metrics for educators to create educational games that cater to diverse student needs. The obtained results emphasize the limited state of analogue GBL accessibility in scholarly and professional literature, while emphasizing the existing frameworks to be adopted by educators, designers, and publishers. Stakeholder discussions revealed themes related to inclusivity measures, including motor, sensory, and cognitive needs of players. Game designers can enhance accessibility by considering these requirements and incorporating alternative communication channels, accessible cues, adaptable gameplay options, and diversified knowledge-based requirements. In addition to inclusivity, addressing instances of exclusion, managing teams effectively, promoting inclusive communication, and incorporating gameplay limitations, educational components, diverse perspectives, and real-world applicability are discussed as important in education game design, to this extent.
Version
Accepted manuscript
Citation
Rye S and Sousa C (2023) Investigating Inclusivity in Game-Based Learning: Current Practices and Multistakeholder Perspectives. 17th European Conference on Games Based Learning. 5-6 Oct 2023. University of Twente, Enschede, The Netherlands.
Link to publisher’s version
Link to published version
Link to Version of Record
Type
Conference paper