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dc.contributor.authorRye, Sara
dc.contributor.authorSousa, C.
dc.date.accessioned2023-07-22T11:49:07Z
dc.date.accessioned2023-08-15T07:32:14Z
dc.date.available2023-07-22T11:49:07Z
dc.date.available2023-08-15T07:32:14Z
dc.date.issued2023-10
dc.identifier.citationRye 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.en_US
dc.identifier.urihttp://hdl.handle.net/10454/19551
dc.descriptionYesen_US
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.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.en_US
dc.subjectGame-based learningen_US
dc.subjectEducational game designen_US
dc.subjectHigher educationen_US
dc.subjectInclusivityen_US
dc.subjectDiversityen_US
dc.titleInvestigating Inclusivity in Game-Based Learning: Current Practices and Multistakeholder Perspectivesen_US
dc.status.refereedYesen_US
dc.typeConference paperen_US
dc.type.versionAccepted manuscripten_US
dc.rights.licenseUnspecifieden_US
dc.date.updated2023-07-22T11:49:09Z
refterms.dateFOA2023-08-15T07:32:32Z
dc.openaccess.statusopenAccessen_US


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