Inclusive Education: Mobile Serious Games for People with Cognitive Disabilities

Authors

DOI:

https://doi.org/10.29019/enfoqueute.v9n1.236

Keywords:

Accessibility assessment, accessibility guidelines, cognitive disabilities, mobile devices, serious games.

Abstract

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.

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Author Biographies

Angel Jaramillo-Alcázar, Universidad de Las Américas

Facultad de Ingenierías y Ciencias Aplicadas - Director de Ingeniería en Tecnologías de la Información

Sergio Luján-Mora, University of Alicante

Department of Software and Computing Systems

Luis Salvador-Ullauri, Centro de Educación Continua - Escuela Politécnica Nacional

Centro de Educación Continua - Escuela Politécnica Nacional

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Published

2018-03-30

How to Cite

Jaramillo-Alcázar, A., Luján-Mora, S., & Salvador-Ullauri, L. (2018). Inclusive Education: Mobile Serious Games for People with Cognitive Disabilities. Enfoque UTE, 9(1), pp. 53 - 66. https://doi.org/10.29019/enfoqueute.v9n1.236

Issue

Section

Computer Science, ICTs