SlideShare una empresa de Scribd logo
1 de 36
Javier Torrente
@jtorrentevigil
Directores:
Baltasar Fernández Manjón y
Pablo Moreno Ger
Madrid, 1/7/2015
Herramientas
de autoría
Aumenta visibilidad =
mayor concienciación
Reduce el esfuerzo
necesario
Interfaz Sonar
http://www.sigaccess.org/assets12/src.html
Javier Torrente
@jtorrentevigil
Esfuerzo
necesario para
introducir
accesibilidad en
un juego
Prueba de
concepto sobre
eAdventure
Casos de estudio
(juegos)
Análisis de
usabilidad
Análisis de
necesidades
Propuesta de
estrategias
1. Modelo
2.
Implementación
3.
Usabilidad
Análisis de coste
Desarrollo iterativo Evaluación
Interfaz Navegación por ciclos
2
1. Modelo
2. Implementación
3. Usabilidad
4. Coste
1 2
Transición a
Escena biblioteca
Personaje
con el
Que se
puede hablar
V Jornadas eMadrid sobre “Educación Digital”. Javier Torrente Vigil, premio a la mejor tesis doctoral.
V Jornadas eMadrid sobre “Educación Digital”. Javier Torrente Vigil, premio a la mejor tesis doctoral.
V Jornadas eMadrid sobre “Educación Digital”. Javier Torrente Vigil, premio a la mejor tesis doctoral.
V Jornadas eMadrid sobre “Educación Digital”. Javier Torrente Vigil, premio a la mejor tesis doctoral.

Más contenido relacionado

Destacado

E madrid 2015_inventors4change
E madrid 2015_inventors4changeE madrid 2015_inventors4change
E madrid 2015_inventors4change
eMadrid network
 
Ethics and Privacy in the Application of Learning Analytics (#EP4LA)
Ethics and Privacy in the Application of Learning Analytics (#EP4LA)Ethics and Privacy in the Application of Learning Analytics (#EP4LA)
Ethics and Privacy in the Application of Learning Analytics (#EP4LA)
Hendrik Drachsler
 

Destacado (6)

V Jornadas eMadrid sobre "Educación Digital". Carlos Delgado Kloos, Universid...
V Jornadas eMadrid sobre "Educación Digital". Carlos Delgado Kloos, Universid...V Jornadas eMadrid sobre "Educación Digital". Carlos Delgado Kloos, Universid...
V Jornadas eMadrid sobre "Educación Digital". Carlos Delgado Kloos, Universid...
 
E madrid 2015_inventors4change
E madrid 2015_inventors4changeE madrid 2015_inventors4change
E madrid 2015_inventors4change
 
© Adict Adaptando la experiencia de compra al nuevo shopper para AFEB 2jul15
© Adict Adaptando la experiencia de compra al nuevo shopper para AFEB 2jul15© Adict Adaptando la experiencia de compra al nuevo shopper para AFEB 2jul15
© Adict Adaptando la experiencia de compra al nuevo shopper para AFEB 2jul15
 
V Jornadas eMadrid sobre “Educación Digital”. Ruth Cobos Pérez, Universidad A...
V Jornadas eMadrid sobre “Educación Digital”. Ruth Cobos Pérez, Universidad A...V Jornadas eMadrid sobre “Educación Digital”. Ruth Cobos Pérez, Universidad A...
V Jornadas eMadrid sobre “Educación Digital”. Ruth Cobos Pérez, Universidad A...
 
Ключевые метрики при работе с Facebook
Ключевые метрики при работе с Facebook Ключевые метрики при работе с Facebook
Ключевые метрики при работе с Facebook
 
Ethics and Privacy in the Application of Learning Analytics (#EP4LA)
Ethics and Privacy in the Application of Learning Analytics (#EP4LA)Ethics and Privacy in the Application of Learning Analytics (#EP4LA)
Ethics and Privacy in the Application of Learning Analytics (#EP4LA)
 

Más de eMadrid network

Más de eMadrid network (20)

Recognizing Lifelong Learning Competences: A Report of Two Cases - Edmundo Tovar
Recognizing Lifelong Learning Competences: A Report of Two Cases - Edmundo TovarRecognizing Lifelong Learning Competences: A Report of Two Cases - Edmundo Tovar
Recognizing Lifelong Learning Competences: A Report of Two Cases - Edmundo Tovar
 
A study about the impact of rewards on student's engagement with the flipped ...
A study about the impact of rewards on student's engagement with the flipped ...A study about the impact of rewards on student's engagement with the flipped ...
A study about the impact of rewards on student's engagement with the flipped ...
 
Assessment and recognition in technical massive open on-line courses with and...
Assessment and recognition in technical massive open on-line courses with and...Assessment and recognition in technical massive open on-line courses with and...
Assessment and recognition in technical massive open on-line courses with and...
 
Recognition of learning: Status, experiences and challenges - Carlos Delgado ...
Recognition of learning: Status, experiences and challenges - Carlos Delgado ...Recognition of learning: Status, experiences and challenges - Carlos Delgado ...
Recognition of learning: Status, experiences and challenges - Carlos Delgado ...
 
Bootstrapping serious games to assess learning through analytics - Baltasar F...
Bootstrapping serious games to assess learning through analytics - Baltasar F...Bootstrapping serious games to assess learning through analytics - Baltasar F...
Bootstrapping serious games to assess learning through analytics - Baltasar F...
 
Meta-review of recognition of learning in LMS and MOOCs - Ruth Cobos
Meta-review of recognition of learning in LMS and MOOCs - Ruth CobosMeta-review of recognition of learning in LMS and MOOCs - Ruth Cobos
Meta-review of recognition of learning in LMS and MOOCs - Ruth Cobos
 
Best paper Award - Miguel Castro
Best paper Award - Miguel CastroBest paper Award - Miguel Castro
Best paper Award - Miguel Castro
 
eMadrid Gaming4Coding - Possibilities of game learning analytics for coding l...
eMadrid Gaming4Coding - Possibilities of game learning analytics for coding l...eMadrid Gaming4Coding - Possibilities of game learning analytics for coding l...
eMadrid Gaming4Coding - Possibilities of game learning analytics for coding l...
 
Seminario eMadrid_Curso MOOC_Antonio de Nebrija_Apología del saber.pptx.pdf
Seminario eMadrid_Curso MOOC_Antonio de Nebrija_Apología del saber.pptx.pdfSeminario eMadrid_Curso MOOC_Antonio de Nebrija_Apología del saber.pptx.pdf
Seminario eMadrid_Curso MOOC_Antonio de Nebrija_Apología del saber.pptx.pdf
 
eMadrid-Opportunities and Design Challenges in the Gaming4Coding Project_Pete...
eMadrid-Opportunities and Design Challenges in the Gaming4Coding Project_Pete...eMadrid-Opportunities and Design Challenges in the Gaming4Coding Project_Pete...
eMadrid-Opportunities and Design Challenges in the Gaming4Coding Project_Pete...
 
Open_principles_and_co-creation_for_digital_competences_for_students.pdf
Open_principles_and_co-creation_for_digital_competences_for_students.pdfOpen_principles_and_co-creation_for_digital_competences_for_students.pdf
Open_principles_and_co-creation_for_digital_competences_for_students.pdf
 
Competencias_digitales_del_profesorado_universitario_para_la_educación_abiert...
Competencias_digitales_del_profesorado_universitario_para_la_educación_abiert...Competencias_digitales_del_profesorado_universitario_para_la_educación_abiert...
Competencias_digitales_del_profesorado_universitario_para_la_educación_abiert...
 
eMadrid_KatjaAssaf_DigiCred.pdf
eMadrid_KatjaAssaf_DigiCred.pdfeMadrid_KatjaAssaf_DigiCred.pdf
eMadrid_KatjaAssaf_DigiCred.pdf
 
Presentazione E-Madrid - 12-01-2023 Ruth Kerr.pdf
Presentazione E-Madrid - 12-01-2023 Ruth Kerr.pdfPresentazione E-Madrid - 12-01-2023 Ruth Kerr.pdf
Presentazione E-Madrid - 12-01-2023 Ruth Kerr.pdf
 
EDC-eMadrid_20230113 Ildikó Mázár.pdf
EDC-eMadrid_20230113 Ildikó Mázár.pdfEDC-eMadrid_20230113 Ildikó Mázár.pdf
EDC-eMadrid_20230113 Ildikó Mázár.pdf
 
2022_12_16 «“La informática en la educación escolar en Europa”, informe Euryd...
2022_12_16 «“La informática en la educación escolar en Europa”, informe Euryd...2022_12_16 «“La informática en la educación escolar en Europa”, informe Euryd...
2022_12_16 «“La informática en la educación escolar en Europa”, informe Euryd...
 
2022_12_16 «Informatics – A Fundamental Discipline for the 21st Century»
2022_12_16 «Informatics – A Fundamental Discipline for the 21st Century»2022_12_16 «Informatics – A Fundamental Discipline for the 21st Century»
2022_12_16 «Informatics – A Fundamental Discipline for the 21st Century»
 
2022_12_16 «Efecto del uso de lenguajes basados en bloques en el aprendizaje ...
2022_12_16 «Efecto del uso de lenguajes basados en bloques en el aprendizaje ...2022_12_16 «Efecto del uso de lenguajes basados en bloques en el aprendizaje ...
2022_12_16 «Efecto del uso de lenguajes basados en bloques en el aprendizaje ...
 
2022_11_11 «AI and ML methods for Multimodal Learning Analytics»
2022_11_11 «AI and ML methods for Multimodal Learning Analytics»2022_11_11 «AI and ML methods for Multimodal Learning Analytics»
2022_11_11 «AI and ML methods for Multimodal Learning Analytics»
 
2022_11_11 «The promise and challenges of Multimodal Learning Analytics»
2022_11_11 «The promise and challenges of Multimodal Learning Analytics»2022_11_11 «The promise and challenges of Multimodal Learning Analytics»
2022_11_11 «The promise and challenges of Multimodal Learning Analytics»
 

Último

FORTI-MAYO 2024.pdf.CIENCIA,EDUCACION,CULTURA
FORTI-MAYO 2024.pdf.CIENCIA,EDUCACION,CULTURAFORTI-MAYO 2024.pdf.CIENCIA,EDUCACION,CULTURA
FORTI-MAYO 2024.pdf.CIENCIA,EDUCACION,CULTURA
El Fortí
 
Curso = Metodos Tecnicas y Modelos de Enseñanza.pdf
Curso = Metodos Tecnicas y Modelos de Enseñanza.pdfCurso = Metodos Tecnicas y Modelos de Enseñanza.pdf
Curso = Metodos Tecnicas y Modelos de Enseñanza.pdf
Francisco158360
 

Último (20)

SELECCIÓN DE LA MUESTRA Y MUESTREO EN INVESTIGACIÓN CUALITATIVA.pdf
SELECCIÓN DE LA MUESTRA Y MUESTREO EN INVESTIGACIÓN CUALITATIVA.pdfSELECCIÓN DE LA MUESTRA Y MUESTREO EN INVESTIGACIÓN CUALITATIVA.pdf
SELECCIÓN DE LA MUESTRA Y MUESTREO EN INVESTIGACIÓN CUALITATIVA.pdf
 
SEXTO SEGUNDO PERIODO EMPRENDIMIENTO.pptx
SEXTO SEGUNDO PERIODO EMPRENDIMIENTO.pptxSEXTO SEGUNDO PERIODO EMPRENDIMIENTO.pptx
SEXTO SEGUNDO PERIODO EMPRENDIMIENTO.pptx
 
Programacion Anual Matemática4 MPG 2024 Ccesa007.pdf
Programacion Anual Matemática4    MPG 2024  Ccesa007.pdfProgramacion Anual Matemática4    MPG 2024  Ccesa007.pdf
Programacion Anual Matemática4 MPG 2024 Ccesa007.pdf
 
FORTI-MAYO 2024.pdf.CIENCIA,EDUCACION,CULTURA
FORTI-MAYO 2024.pdf.CIENCIA,EDUCACION,CULTURAFORTI-MAYO 2024.pdf.CIENCIA,EDUCACION,CULTURA
FORTI-MAYO 2024.pdf.CIENCIA,EDUCACION,CULTURA
 
Valoración Crítica de EEEM Feco2023 FFUCV
Valoración Crítica de EEEM Feco2023 FFUCVValoración Crítica de EEEM Feco2023 FFUCV
Valoración Crítica de EEEM Feco2023 FFUCV
 
Estrategias de enseñanza-aprendizaje virtual.pptx
Estrategias de enseñanza-aprendizaje virtual.pptxEstrategias de enseñanza-aprendizaje virtual.pptx
Estrategias de enseñanza-aprendizaje virtual.pptx
 
ORGANIZACIÓN SOCIAL INCA EN EL TAHUANTINSUYO.pptx
ORGANIZACIÓN SOCIAL INCA EN EL TAHUANTINSUYO.pptxORGANIZACIÓN SOCIAL INCA EN EL TAHUANTINSUYO.pptx
ORGANIZACIÓN SOCIAL INCA EN EL TAHUANTINSUYO.pptx
 
Curso = Metodos Tecnicas y Modelos de Enseñanza.pdf
Curso = Metodos Tecnicas y Modelos de Enseñanza.pdfCurso = Metodos Tecnicas y Modelos de Enseñanza.pdf
Curso = Metodos Tecnicas y Modelos de Enseñanza.pdf
 
plan de capacitacion docente AIP 2024 clllll.pdf
plan de capacitacion docente  AIP 2024          clllll.pdfplan de capacitacion docente  AIP 2024          clllll.pdf
plan de capacitacion docente AIP 2024 clllll.pdf
 
Sesión de aprendizaje Planifica Textos argumentativo.docx
Sesión de aprendizaje Planifica Textos argumentativo.docxSesión de aprendizaje Planifica Textos argumentativo.docx
Sesión de aprendizaje Planifica Textos argumentativo.docx
 
Sesión de clase: Fe contra todo pronóstico
Sesión de clase: Fe contra todo pronósticoSesión de clase: Fe contra todo pronóstico
Sesión de clase: Fe contra todo pronóstico
 
Ley 21.545 - Circular Nº 586.pdf circular
Ley 21.545 - Circular Nº 586.pdf circularLey 21.545 - Circular Nº 586.pdf circular
Ley 21.545 - Circular Nº 586.pdf circular
 
MAYO 1 PROYECTO día de la madre el amor más grande
MAYO 1 PROYECTO día de la madre el amor más grandeMAYO 1 PROYECTO día de la madre el amor más grande
MAYO 1 PROYECTO día de la madre el amor más grande
 
Presentacion Metodología de Enseñanza Multigrado
Presentacion Metodología de Enseñanza MultigradoPresentacion Metodología de Enseñanza Multigrado
Presentacion Metodología de Enseñanza Multigrado
 
actividades comprensión lectora para 3° grado
actividades comprensión lectora para 3° gradoactividades comprensión lectora para 3° grado
actividades comprensión lectora para 3° grado
 
Imperialismo informal en Europa y el imperio
Imperialismo informal en Europa y el imperioImperialismo informal en Europa y el imperio
Imperialismo informal en Europa y el imperio
 
INSTRUCCION PREPARATORIA DE TIRO .pptx
INSTRUCCION PREPARATORIA DE TIRO   .pptxINSTRUCCION PREPARATORIA DE TIRO   .pptx
INSTRUCCION PREPARATORIA DE TIRO .pptx
 
PIAR v 015. 2024 Plan Individual de ajustes razonables
PIAR v 015. 2024 Plan Individual de ajustes razonablesPIAR v 015. 2024 Plan Individual de ajustes razonables
PIAR v 015. 2024 Plan Individual de ajustes razonables
 
Tema 8.- PROTECCION DE LOS SISTEMAS DE INFORMACIÓN.pdf
Tema 8.- PROTECCION DE LOS SISTEMAS DE INFORMACIÓN.pdfTema 8.- PROTECCION DE LOS SISTEMAS DE INFORMACIÓN.pdf
Tema 8.- PROTECCION DE LOS SISTEMAS DE INFORMACIÓN.pdf
 
OCTAVO SEGUNDO PERIODO. EMPRENDIEMIENTO VS
OCTAVO SEGUNDO PERIODO. EMPRENDIEMIENTO VSOCTAVO SEGUNDO PERIODO. EMPRENDIEMIENTO VS
OCTAVO SEGUNDO PERIODO. EMPRENDIEMIENTO VS
 

V Jornadas eMadrid sobre “Educación Digital”. Javier Torrente Vigil, premio a la mejor tesis doctoral.

Notas del editor

  1. ¡Buenas tardes! Antes de nada, agradeceros a todos vuestra asistencia, más si cabe teniendo en cuenta que es un viernes a las 3 de la tarde y que mañana es fiesta en algunas facultades. Mi nombre es Javier Torrente y trabajo en el grupo de e-learning que dirige Baltasar Fernández en la Universidad Complutense de Madrid. Quiero agradecer a la red eMadrid la oportunidad que hoy me brinda de compartir con todos vosotros parte del trabajo reciente que hemos realizado en serious games, un área en la que se ha centrado gran parte de nuestra actividad en los últimos años, abarcando tanto el desarrollo de juegos como su posterior evaluación en entornos educativos. Y me gustaría empezar enseñándoos el último juego educativo que hemos desarrollado.
  2. Decidme, como expertos y educadores, ¿cuánto pagaríais por un juego como este? CONTAR HASTA 7 No sé vosotros, pero yo desde luego no pagaría ni un duro. ¡El juego está roto, no se ve nada!
  3. Ahora imaginaos que no es que el juego esté roto, que de hecho funciona perfectamente para todos los que tenéis alrededor, sino que sois vosotros los únicos que lo veis borroso. Frustrante, ¿verdad? Pues así es como se sienten los alumnos con discapacidad cuando llevamos un juego educativo a su aula, pues por el mero hecho de tener una discapacidad no podían jugar como el resto de sus compañeros. De hecho, recuerdo el caso de un chico con ceguera que tuvo que pasarse toda la clase de una hora con los brazos cruzados mientras el resto de sus compañeros difrutaban del videojuego Some of you may probably say this is not a relevant problem because it only affects a minority.
  4. But in fact it affects much more people than we might think of. According to the latest statistics available from the World Health Organization, as much as a 15% of the population have some sort of disability, defined as an umbrella term for impairments, activity limitations and participation restrictions. This is a pretty big number. And in the near future this figure will make no other thing than rise, especially in ageing populations like the Western countries. So the message is clear: accessibility matters to us all, sooner or later.
  5. But in fact it affects much more people than we might think of. According to the latest statistics available from the World Health Organization, as much as a 15% of the population have some sort of disability, defined as an umbrella term for impairments, activity limitations and participation restrictions. This is a pretty big number. And in the near future this figure will make no other thing than rise, especially in ageing populations like the Western countries. So the message is clear: accessibility matters to us all, sooner or later.
  6. So we started by analyzing who has more problems to play eAdventure games, in collaboration with Technosite which is a company expert in accessibility of the ONCE group, the Spanish National Organization for the Blind. And we found out that eAdventure games were especially cumbersome in terms of accessibility for people with three specific types of disabilities: Blindness Users with reduced mobility in hands Users with low visión Having each of these different problems. So we decided to focus on trying to improve the eAdventure experienece for these three user profiles. Blind users have two problems. The first concerns the input. They cannot control eAdventure games because they are based on a point-and-click interface and they can’t use the mouse, which is a device that requires the use of the sight. The second concerns the output, which is mainly visual in eAdventure games. Users with limited mobility have the same problem with the input, since obviously they cannot use the mouse. Users with low vision have a completely different problem, which is that they cannot distinguish the interactive elements because these blur into the backgrounds. So they can’t find them to click on them. It is good to remark that all these problems are not exclusive of the eAdventure platform; actually they are present in many games and game development software.
  7. So when we saw these issues it’s when we said: “hey guys, it’s time to start working to improve the accessibility of serious games”. And in our case it was easy to decide where to begin: eAdventure. eAdventure is our own game authoring platform. I’m pretty sure most of you have heard already about it, but for those who haven’t let me show you a very quick video
  8. Once we have a clear idea of the problems we wanted to tackle, we started working on the solutions. The first thing we did was to design a new way to interact with the game for blind people and people with reduced mobility. With this new interaction, users provide input using short commands in natural language, like “grab the notebook” or “talk to Sam”. The main difference is that the blind use a keyboard to introduce the commands and people with limited mobility use their own voice. But to introduce a command you first need to know what you can do in the scene. Interactions are not obvious to the player because we wanted to introduce a discovery component, to make playing more enticing. The player iteratively introduces special commands that result in the game providing clues and hints on what there is in the scene. The blind player gets this feedback through audio (using text-to-speech software), and the player with limited mobility gets it through visuals. But, since these concepts are a bit complex, the best way to understand them is to see an example, don’t you think?
  9. Let’s suppose we have this scene and that we are a blind player. We have 4 different interactive objects, which are overly marked each one with an arrow. When we reach this scene for the first time, we get a brief description of what the scene looks like. It may be something like “You are at your desk, and all the objects on it at the reach of your hand.” And that’s it. Then we would introduce a command like “objects” to find out more about these objects and we would get a brief description on how many objects are in the scene, and their names: “There is a telephone, a plant, a computer and your bag”. And from there the player can try different interactions with these objects, for example “use the telephone”, “water the plant”, and so on. Some of these will work and others won’t depending on how the game was defined.
  10. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  11. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  12. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  13. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  14. Once we have a clear idea of the problems we wanted to tackle, we started working on the solutions. The first thing we did was to design a new way to interact with the game for blind people and people with reduced mobility. With this new interaction, users provide input using short commands in natural language, like “grab the notebook” or “talk to Sam”. The main difference is that the blind use a keyboard to introduce the commands and people with limited mobility use their own voice. But to introduce a command you first need to know what you can do in the scene. Interactions are not obvious to the player because we wanted to introduce a discovery component, to make playing more enticing. The player iteratively introduces special commands that result in the game providing clues and hints on what there is in the scene. The blind player gets this feedback through audio (using text-to-speech software), and the player with limited mobility gets it through visuals. But, since these concepts are a bit complex, the best way to understand them is to see an example, don’t you think?
  15. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  16. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  17. Generally speaking, results were satisfactory and encouraging, to the point of being awarded with the first prize of the ACM Student Research Competition celebrated in the ASSETS 2012 Conference. Well, that did not make us rich but we got a shinny medal that was very quickly confiscated by my little nephew, so it’s not bad!
  18. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  19. And that’s all. Thanks a lot for your attention. If you have any questions, I’ll be happy to answer them now.
  20. So to test these features, we started by making one of our serious games accessible. And the most relevant conclusión we drew was that making a game accesible is really effort consuming! It takes a lot of time for developers to introduce accessibility beacause they have to produce new functionality (e.g. tts), new content (e.g. captions), do more testing, etc. All these extra activities result in a Budget overhead. Perhaps that’s why most of the serious and leisure games are still not very accesible. So we decided to make an effort to integrate all these features directly into the eAdventure game authoring platform, so other developers could use them for their own games, reducing in this sense the effort required to make a game accesible. In this sense what we did was passed from focusing on only one game to how to make accesible many games, making the approach scalable.
  21. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  22. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  23. Proponer un conjunto de características de accesibilidad que puedan integrarse en herramientas de creación de juegos para facilitar la introducción de características de accesibilidad en serious games tipo aventuras point-and-click (Modelo conceptual). Implementar una prueba de concepto sobre una herramienta de creación de juegos concreta (Implementación). Evaluar la adecuación del modelo propuesto (ver objetivo 1) mediante el desarrollo de casos de estudio y su posterior análisis de usabilidad incluyendo usuarios con discapacidad (Usabilidad). Analizar el coste asociado a la introducción de las características de accesibilidad identificadas en un juego completo, a fin de valorar si el enfoque produce una reducción significativa de esfuerzo asociado a la accesibilidad en juegos digitales para el desarrollador del juego (Evaluación final).
  24. So to test these features, we started by making one of our serious games accessible. And the most relevant conclusión we drew was that making a game accesible is really effort consuming! It takes a lot of time for developers to introduce accessibility beacause they have to produce new functionality (e.g. tts), new content (e.g. captions), do more testing, etc. All these extra activities result in a Budget overhead. Perhaps that’s why most of the serious and leisure games are still not very accesible. So we decided to make an effort to integrate all these features directly into the eAdventure game authoring platform, so other developers could use them for their own games, reducing in this sense the effort required to make a game accesible. In this sense what we did was passed from focusing on only one game to how to make accesible many games, making the approach scalable.
  25. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  26. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  27. We also designed a high contrast mode for people with low vision. In this case the eAdventure game engine automatically applies some filters to the scene to make it easier to distinguish the interactive elements over the background.
  28. Right now we are working on a brand new version of our game engine where we plan to introduce the accessibility features. The new engine allows running the games in the desktop using HTML 5 and also on mobile devices, which will allow us to use the accessibility tools included in these environments.
  29. In this presentation we have tried to point out the need to start considering accessibility in serious games to prevent that the games become a potential source of digital divide in the school. But to achieve that we have to solve two main problems. First, we have to reduce the effort that is required to make games accesible. Second, we need to check that the solutions proposed are scalable so they can be applied not to a single game, but to many. Our proposal to address both issues is to target directly the tools that developers actually use to produce the games, as we have shown through the eAdventure platform.