Inclusive Education Through Accessible Mobile Serious Games

2022 ◽  
pp. 1050-1069
Author(s):  
Angel Jaramillo-Alcázar ◽  
Santiago Criollo-C ◽  
Sergio Luján-Mora
Keyword(s):  
Video Games ◽  
Inclusive Education ◽  
Video Game ◽  
Serious Games ◽  
Serious Game ◽  
Evaluation Tool ◽  
Good Practices ◽  
Accessibility Guidelines ◽  
Game Developers ◽  
People With Impairments

Accessibility has been defined as the ability of an object to be used despite the condition or disability of a person. However, it is a feature that often has not been taken into account in the design of products or services, and the mobile serious game market is no exception. Accessibility guidelines were defined through the consolidation of different initiatives and good practices of video game developers as well as groups interested in providing accessibility to video games. Once the guidelines were defined, a method for evaluating the accessibility of mobile serious games was developed and applied in a mobile serious game. The purpose of this document is to propose an evaluation tool for those who wish to develop accessible mobile serious games for people with impairments and improve inclusive education.

Inclusive Education Through Accessible Mobile Serious Games

2020 ◽  
pp. 38-58 ◽  
Author(s):  
Angel Jaramillo-Alcázar ◽  
Santiago Criollo-C ◽  
Sergio Luján-Mora
Keyword(s):  
Video Games ◽  
Inclusive Education ◽  
Video Game ◽  
Serious Games ◽  
Serious Game ◽  
Evaluation Tool ◽  
Good Practices ◽  
Accessibility Guidelines ◽  
Game Developers ◽  
People With Impairments

Accessibility has been defined as the ability of an object to be used despite the condition or disability of a person. However, it is a feature that often has not been taken into account in the design of products or services, and the mobile serious game market is no exception. Accessibility guidelines were defined through the consolidation of different initiatives and good practices of video game developers as well as groups interested in providing accessibility to video games. Once the guidelines were defined, a method for evaluating the accessibility of mobile serious games was developed and applied in a mobile serious game. The purpose of this document is to propose an evaluation tool for those who wish to develop accessible mobile serious games for people with impairments and improve inclusive education.

scholarly journals An Approach to Accessible Serious Games for People with Dyslexia

2021 ◽  
Vol 13 (5) ◽  
pp. 2507
Author(s):  
Angel Jaramillo-Alcázar ◽  
Eduardo Venegas ◽  
Santiago Criollo-C ◽  
Sergio Luján-Mora
Keyword(s):  
Video Game ◽  
Serious Games ◽  
Cognitive Disorder ◽  
Serious Game ◽  
Game Development ◽  
Development Method ◽  
Accessibility Guidelines ◽  
The One ◽  
Game Developers

Dyslexia is a cognitive disorder that affects the evolutionary ability to read, write, and speak in people, affecting the correct learning of a large percentage of the population worldwide. In fact, incorrect learning is caused because the educational system does not take into consideration the accessibility parameters that people with dyslexia need to maintain a sustainable educational level equal to others. Moreover, the use of mobile devices, such as smartphones and tablets, has been deployed in education programs, offering many benefits; however, the lack of accessibility of those devices creates new barriers to students with dyslexia that hinder their education. With the aim of reducing these barriers, this paper presents an approach to the development of accessible serious games games for children with dyslexia. As a case study, a serious game based on a previously proposed serious game development method and a new set of accessibility guidelines for people with dyslexia is presented. The main purpose of the serious video game is to improve the treatment of dyslexia, through the collection of data obtained from two puzzles designed to train certain cognitive areas that affect this disability. This article has a double contribution: on the one hand, the guidelines and the method that can help video game developers and therapists to develop accessible serious games for people with dyslexia and, on the other hand, the two specific serious games that can be used by therapists, family members and people with dyslexia themselves.

scholarly journals Inclusive Education: Mobile Serious Games for People with Cognitive Disabilities

Enfoque UTE ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Angel Jaramillo-Alcázar ◽  
Sergio Luján-Mora ◽  
Luis Salvador-Ullauri
Keyword(s):  
Video Games ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Serious Games ◽  
Cognitive Disabilities ◽  
Vulnerable Groups ◽  
Evaluation Tool ◽  
Accessibility Guidelines ◽  
Games Development

Nowadays, the use of mobile devices is increasingly frequent. In many occasions they are used as a means of entertainment for people through video games. Serious games is a category of video games used as teaching methods in different environments. They use fun as a strategy for the learning process. However, the vast majority do not focus on vulnerable groups such as people with cognitive disabilities, because they do not consider accessibility parameters in their design. Some video games development companies have proposed general guidelines for the implementation of accessible video games, but they have not been formalized as good practices or standards. This article presents a compilation and analysis of different accessibility guidelines for the development of mobile serious games for people with cognitive disabilities. It also proposes a model to evaluate the access of serious games for people with cognitive disabilities and applies it in a case study. Finally, an evaluation tool is proposed for mobile serious games developers focused on people with cognitive disabilities.

scholarly journals Towards a Serious Game to Help Students Learn Computer Programming

2009 ◽  
Vol 2009 ◽  
pp. 1-12 ◽  
Author(s):  
Mathieu Muratet ◽  
Patrice Torguet ◽  
Jean-Pierre Jessel ◽  
Fabienne Viallet
Keyword(s):  
Video Games ◽  
Computer Science ◽  
Real Time ◽  
Video Game ◽  
Serious Games ◽  
Computer Programming ◽  
Serious Game ◽  
Government Health ◽  
Defence Industry ◽  
Programming Skills

Video games are part of our culture like TV, movies, and books. We believe that this kind of software can be used to increase students' interest in computer science. Video games with other goals than entertainment, serious games, are present, today, in several fields such as education, government, health, defence, industry, civil security, and science. This paper presents a study around a serious game dedicated to strengthening programming skills. Real-Time Strategy, which is a popular game genre, seems to be the most suitable kind of game to support such a serious game. From programming teaching features to video game characteristics, we define a teaching organisation to experiment if a serious game can be adapted to learn programming.

scholarly journals The educational effectiveness of serious games

2019 ◽  
pp. 131-155
Author(s):  
Hassen Ben Rebah ◽  
Rachid Ben slama
Keyword(s):  
Video Games ◽  
Video Game ◽  
Serious Games ◽  
Serious Game ◽  
Computer Application ◽  
Competition Strategy ◽  
Educational Effectiveness ◽  
Learning Context ◽  
Definition Of ◽  
Educational Field

A serious game is a computer application that combines a serious intention of a pedagogical, informative and a communicational type with playful springs of the video game (want to win, collaboration, competition, strategy). This two-dimensional approach has transformed the game from a simple means of entertainment to a robust-integrated tool growing in the world of training and learning. Serious games include the engagement of video games with the worlds of educational and computer simulation to integrate the user in a safe and entertaining learning environment. Many techniques have been used to ameliorate computer graphics and technology in the last few years to make this type of game more adaptive to the learning context. In this study, we are interested in presenting the pedagogical contributions of serious games as well as the different possible approaches of their integration in a learning situation and this is based on a variety of case studies and examples of experimentation. We will start with definitions of other video games that have some valuable characteristics of learning in order to contrast and relate them with serious games. Subsequently, we discuss the definition of serious game and the benefits of its use in education. We will, then, examine approaches to integrate serious games into classrooms with an emphasis on the assets and liabilities of each approach. To finish, we conclude on the trends that will follow the serious games technology in the educational field as well as some recommendations to be taken into consideration in order to better exploit these tools in a pedagogical context.

scholarly journals Semi-automatic construction of video game design prototypes with MaruGen

2020 ◽  
pp. 9-20
Author(s):  
Italo Felipe Capasso-Ballesteros ◽  
Fernando De la Rosa-Rosero
Keyword(s):  
Video Games ◽  
Video Game ◽  
Game Design ◽  
Video Game Design ◽  
L Systems ◽  
Role Based ◽  
Game Designer ◽  
Definition Of ◽  
Game Developers ◽  
Expression Mechanism

Machinations Ruleset Generator (MaruGen) is a semi-automatic system for the generation of mechanics, rules, spaces (environments), and missions for video games. The objective of this system is to offer an expression mechanism for the video game designer role based on the definition of rules, and the ability to explore the concepts of progression and emergence in video games by using a formal, usable, and defined tool to design games with innovative and complex elements, and behaviors defined from combinations of basic elements. Based on the expressed designs and with the participation of programmers and video game artists, MaruGen allows the generation of agile video game prototypes in the Unity game engine. These prototypes can be analyzed by the entire workgroup to look for games with diverse complexities that make them attractive to their users. MaruGen is based on the expression of rules on elements of interest in video games and the rewriting mechanism using L-Systems for the generation of procedural content. MaruGen was evaluated in the construction of the Cubic Explorer video game and tested by gamers and video game developers during the Game Jam Ludum Dare 38.

Spatial Design and Placemaking: Learning From Video Games

2017 ◽  
Vol 21 (3) ◽  
pp. 208-232 ◽  
Author(s):  
Ricardo Álvarez ◽  
Fábio Duarte
Keyword(s):  
Video Games ◽  
Video Game ◽  
Large Scale ◽  
Urban Life ◽  
Human Interaction ◽  
Multiple Viewpoints ◽  
Spatial Design ◽  
Fundamental Value ◽  
Game Developers ◽  
Games Development

Spatial design and placemaking are fundamental to create a vibrant urban life, whereas video games are designed primarily for temporary amusement. However, they both share the same essence of creating large-scale artificial environments for human interaction as their fundamental value. Video game developers have been successfully using spatial design tools to create virtual environments to engage players and build narratives, understanding, and appropriating many characteristics of what makes a place tick. In this article, we argue that spatial design and placemaking could learn from video games development, by incorporating features ranging from storytelling and multiple viewpoints to participatory practices and flexible design.

The Way Ahead for Serious Games

2010 ◽  
pp. 305-310 ◽  
Author(s):  
Jan Cannon-Bowers
Keyword(s):  
Video Games ◽  
Video Game ◽  
Serious Games ◽  
End Users ◽  
Design Features ◽  
Rigorous Evaluation ◽  
Success Stories ◽  
Community Of Researchers ◽  
Video Game Technology ◽  
The Way

Despite the fact that people have been playing games since before recorded history, the field of Serious Games—as a scientifically valid and viable area of investigation and application—is really in its infancy. In fact, the rise in availability and popularity of video games is a relatively recent phenomenon and actual applications of video game technology to serious pursuits are relatively rare. That said, I believe that Serious Games are coming into their own, and predict that the next few years will witness an explosion of new games, design features and guidelines, success stories, and scientific findings regarding their effectiveness. How quickly and fruitfully this happens depends, in part, on how well the community of researchers, designers, developers, evaluators, and end users can come together to systematically conceive of, and deploy games for serious purposes. Haphazard attempts—i.e., those that do not build on the findings of others’ experiences—will retard the speed at which viable games are consistently produced. Likewise, rigorous evaluation of those games that are developed cannot be neglected or future developers will likely fall prey to the same problems and pitfalls as their predecessors.

Toward a Rhetoric of Serious Game Genres

2010 ◽  
pp. 50-73 ◽  
Author(s):  
Lee Sherlock
Keyword(s):  
Social Action ◽  
Serious Games ◽  
Meaning Making ◽  
Rhetorical Theory ◽  
Serious Game ◽  
Genre Studies ◽  
Rhetorical Genre ◽  
Gaming Activity ◽  
Game Developers ◽  
Research And Design

This chapter examines the construction of serious game genre frameworks from a rhetorical perspective. The author argues that to understand the forms of persuasion, learning, and social action that serious games facilitate, perspectives on genre must be developed and applied that situate serious gaming activity within larger systems of discourse, meaning-making, and text circulation. The current disconnect between popular understandings of serious game genres and those expressed by serious game developers represents one instance where rhetorical genre studies can be applied to generate knowledge about the “genre work” that serious games perform. Advocating a notion of genre that seeks to identify forms of social action and the persuasive possibility spaces of gaming, the author concludes by synthesizing digital game-based formulations of genre with perspectives from rhetorical theory to suggest implications for serious game research and design.

Best Practices for the Design and Development of Ethical Learning Video Games

2012 ◽  
Vol 2 (4) ◽  
pp. 1-23
Author(s):  
Rudy McDaniel ◽  
Stephen M. Fiore
Keyword(s):  
Video Games ◽  
Best Practices ◽  
Video Game ◽  
Relevant Literature ◽  
Design And Development ◽  
Self In Relation ◽  
Ethical Learning ◽  
Literature Base ◽  
Applied Design ◽  
Game Developers

This article builds upon earlier research (McDaniel & Fiore, 2010) in which the authors presented case studies focused on the design and development of two original ethical learning video games. Through this case study and a review of relevant literature, the authors explored the content creation of, and theoretical rationale for, the design and development of ethics games. Both games were geared toward an undergraduate student audience as casual learning games to be completed in a few hours of gameplay. To update and expand this original work, the authors reviewed contemporary research on identity, cognition, and self in relation to video game environments as well as literature dealing more specifically with ethics and video games. From this literature base and their applied design experiences, the authors offer ten guidelines as best practices to follow for aspiring ethics game developers.

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