People with disabilities are often denied the opportunity to obtain a vocational qualification. There is a lack of an appropriate infrastructure for an inclusive education system and recognized degrees. Therefore, didactic methods for inclusive learning situations are needed. This paper describes the user-centered development and evaluation of a serious game for inclusive vocational training in kitchen professions. The theoretical teaching content in the module “hygiene” is taught to people with and without cognitive impairments using a gamified learning application. The prototype was evaluated with 22 participants when used in an inclusive teaching setting with a mixed-methods design. The learning application caused an increase in motivation and the knowledge quiz achieved good results across all target groups (15 trainee cooks, 4 trainees as kitchen assistants, 3 employees of the sheltered workshop). The results from questioning, learning quiz, observation, and video analysis form design guidelines for future digital, interactive teaching methods for inclusive vocational education.
Gamification for people with intellectual disabilities, High-fidelity prototyping, Inclusive vocational training, serious games, Technical-Enhanced Learning, Universal design