This study aims to analyze how individuals involved in the instructional design and technology (IDT) process develop empathy for disabled learners. While many IDT studies are focused on the learners, not as many evaluate those creating learning artifacts and experiences.
Determine if participating in the games positively impacts empathy
Bring better awareness to access needs in learning artifacts and environments
Increase Motivation: Makes learning motivating by adding competition, challenge, and rewards. This helps learners stay focused and engaged.
Improved Engagement: Makes learning engaging by using interactive elements (e.g., quizzes, challenges). This improves the retention of information.
Provide Feedback: Learners receive immediate feedback, which helps them identify their strengths and weaknesses. This allows for necessary adjustments in the learning process.
Fun Learning Environment: Fun and enjoyable learning environments increase motivation, engagement, and learning outcomes.
Rewards & Leaderboard: Within the learning environment, individuals have the opportunity to be recognized and receive rewards which increases engagement.
Alternative text
Chart & graph compliance
Clear, crisp audio
Color as the only indicator
Contrast
Descriptive links
Font selection
Machine generated captions
Magnification
PDF accessibility
Processing and cognitive overload
Testing & situational anxiety
Use of underlines
General Recognition & GAAD Participation
Global Accessibility Awareness Day (GAAD) & recognize programs that participate and review pre/post metrics
Digital Space
Allows for additional engagement beyond audio and visual content; better conceptualization of document accessibility
Customization
Use Yuja Panorama data to tailor sessions to department or college needs