Increasing Accessibility and Rethinking Representation through Redesign of Educational Games

Abstract

Context: Educational gameplay can foster transformational changes, especially when learners feel games speak to their experiences. Designers create barriers for players when products don’t meet accessibility needs or when games use language, physical depictions, or characters that exclude or alienate players. Purpose: This study examines how an educational development team can use a redesign process to address the accessibility and inclusivity barriers present in an existing 12-year-old educational game. Methodology: The research follows a case study approach, detailing the redesign process carried out by the original product team. The team applied inclusive design theory to identify and revise gameplay and character elements that posed barriers to players with visual, hearing, motor, or cognitive needs. The team also worked on the game representation elements. Findings: The study highlights practical design compromises and decisions that successfully enhanced accessibility and inclusivity without compromising the game’s effectiveness. Originality: This work advances the field by providing concrete, real-world examples of applying inclusive design principles in revising a previously published educational game. Impact: The findings offer actionable guidance for other development teams seeking to create or revise educational games to support various players and needs, contributing to more equitable and engaging learning experiences.