Social aspects in game accessibility research: a literature review

Hassan Lobna Baltzar Pauliina
2022 DiGRA ’22 – Proceedings of the 2022 DiGRA International Conference: Bringing Worlds Together

Games and game-based applications are part of entertainment, learning, socialization, and many other daily life activities. They have become a key part of the social fabric of our societies, nonetheless, social aspects in games and game-based applications have received little attention, meaning that these game technologies often remain inaccessible to people with disabilities, especially within social use contexts. This study is a literature review of research on game accessibility (2016 -2020 inclusive) to investigate social aspects in game accessibility literature, The findings indicate the scarcity of research primarily investigating social themes. Individuals with disabilities differ in their social accessibility challenges and needs based on the type of disability they have. The lack of conscious research on social aspects of game accessibility threatens to further the exclusion of people with disabilities from gaming and related activities and this study provides directions for further research of social themes.


Playing For Keeps: Digital Games to Preserve Indigenous Languages & Traditions.

Harbord Charly Lyons David Dempster Euan
2022 DiGRA ’22 – Proceedings of the 2022 DiGRA International Conference: Bringing Worlds Together

This paper examines the potential for digital games to be used as a conduit to preserve and share Indigenous languages and traditions. It does this by interviewing game industry and academic representatives from a variety of Indigenous communities around the world to ask their opinions on the topic via three questions. The paper aims to provide justification for a model of co-design utilizing the methodology of two-eyed seeing which allows Indigenous communities to be involved in every step of the design process and also to retain Sovereignty over their cultural practices and how they are portrayed and shared with the wider populace. The benefits of which may be felt by not only the Indigenous communities themselves but also communities like DiGRA as it will help to inform and build lasting bonds between the game industry/academia and Indigenous peoples.


“Gamification Does Not Belong at a University”

Palmquist Adam Linderoth Jonas
2020 DiGRA ’20 – Proceedings of the 2020 DiGRA International Conference: Play Everywhere

This paper reports a case study in which some students in a large-scale gamification implementation project wrote a script that automated their progression. The incident was followed with multi-sited ethnography and analysed through the lens of Goffman’s frame analysis. Based on chat logs, mail correspondence, data on user behaviour in the learning management system, informal conversations and student interviews, the study shows that different actors have somewhat different perceptions of gamification, as they framed the incident with the script in different ways. The students saw their actions as a form of resistance and activism towards problematic game design and had a desire to uphold specific tech-student identities. The gamification designers treated the incident as an act of playfulness and display of technological skills. The university, on the other hand, framed the incident as cheating. The study highlights the need for educational institutions to be knowledgeable about games and gaming behaviour if they want to implement gamification.