SIDLIT 2024

While certain topics and lessons still require a lecture model, active learning has been shown to increase engagement and learning among students independent of preferred learning style or other academic needs. However, many active learning activities can be exclusionary if the instructor or designer fails to consider diversity in the classroom. Understanding disability, often overlooked in conversations about diversity, is necessary for creating inclusive active and gamified learning. Using games as a model, the presenters will guide attendees through the basics of design thinking.
Using their expertise in game design and human factors, the authors carefully reviewed and play-tested multiple games for inclusive and accessible design features. While no individual game can be created or modified to have universal accessibility, playing games with an eye toward accessibility is the only way to determine which games have better design. Providing descriptions of what specific games do well (or poorly) along with tested modifications prompt players to consider how design can be improved for accessibility. Workshop attendees will play sample games and evaluate them for accessibility.
Participants will work together in this active session to play, evaluate, and describe how various games meet or fail to meet accessibility standards. The presenters will highlight some of the issues that arise by guiding attendees through practical analysis of board games. Attendees will be exposed to games with various levels of accessibility. The presenters will also share informational resources, including informational sites that will help in growing your own list of games suitable for playtesting, with factors such as popularity, time investment, complexity level, and design mechanics. 3D printing files are free or inexpensive, and multiple online communities devoted to accessibility in games can be found through both gaming and disabled perspectives.