Universal Design Principles for Accessible Game Design
Welcome to SPLENDID the game, a comprehensive exploration of how universal design principles can transform educational game development into an inclusive learning experience. This document presents the fundamental concepts and practical applications of accessible design in the context of SPLENDID, a language learning game developed with the explicit commitment to serve the widest possible range of learners, including those with special needs.
The core philosophy underlying this work is straightforward: accessibility is not an afterthought or a specialized feature. Instead, it must be embedded at the very foundation of the design process. Rather than developing a game for typically developing children first and then attempting to adapt it for children with disabilities, the game was designed from inception with universal access as a central principle.
By integrating three complementary frameworks, universal design principles, game accessibility guidelines, and web content accessibility standards—we have created an educational game that aims to provide genuinely equitable access to language learning opportunities for all students. Throughout this document, you will discover the seven core universal design principles, examine how they have been applied to game design, and understand the complex challenges inherent in balancing diverse user needs with technological limitations and regulatory requirements and how they impact on the final result.
2.1 Core Definition
Universal Design is defined as “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” This definition encapsulates a philosophical shift in how we approach product and interface development.
The concept originated in architecture but has profound implications for digital products, educational software, and games. Universal Design means creating solutions that work for everyone from the start—not as an afterthought, but as the foundation of all design decisions.
2.2 Key Principles
Three fundamental principles characterize universal design:
- Inclusive from Day One: Universal Design means creating solutions for everyone from the start, not separate or special adaptations applied later. The approach recognizes and incorporates human diversity into the design process before implementation begins.
- Diverse Ability Focus: The approach focuses on accessibility for diverse abilities, including visual, motor, cognitive, and hearing-related differences. Rather than treating disability as an edge case, universal design recognizes that human abilities exist on a spectrum and that accommodating this spectrum benefits everyone.
- Universal Benefits: Benefits extend to all users, not just those with disabilities. Captions in a game help not only deaf players but also players learning in a second language and players in noisy environments. Large, clear buttons benefit players with motor disabilities but also make the game more enjoyable for younger players. Clear, simple language helps players with cognitive challenges and language learners alike.
2.3 Application to SPLENDID
In our context, universal design principles require a fundamental shift in approach. Rather than designing a game for typically developing children and subsequently attempting to modify it for accessibility, the team started with accessibility at the heart of the design process. This meant understanding from the outset that the target audience included children with visual impairments, motor disabilities, cognitive challenges, hearing impairments, and learning disabilities such as dyslexia.
A student learning a second language benefits from the same captions and simplified language that serve deaf players and students with cognitive challenges. A student with reduced fine motor control benefits from the same large, well-spaced buttons that make interaction more enjoyable for younger players. The cumulative effect is an educational product that genuinely serves a broad spectrum of learners.
3.1 Web Content Accessibility Guidelines (WCAG 2.1)
SPLENDID’s accessibility architecture is built on two complementary frameworks. The first foundation is the Web Content Accessibility Guidelines (WCAG 2.1), international standards developed by the World Wide Web Consortium that have become the gold standard for digital accessibility.
WCAG 2.1 defines four core principles:
- Perceivability: Information must be perceivable to users and cannot be invisible to all their senses. Content must be presented in ways that users can perceive, whether through sight, hearing, or other means.
- Operability: All functionalities must be available from a keyboard (also leveraging on available OS support), not just a mouse. Users must be able to navigate and control the interface using multiple input methods.
- Understandability: Text must be readable and predictable. The interface must function in predictable ways, and users must be able to correct mistakes easily.
- Robustness: The content must be compatible with current and future assistive technologies. Code must be written in ways that allow screen readers, magnification software, and other assistive technologies to function properly.
3.2 Game Accessibility Guidelines (GAG)
While WCAG 2.1 provides essential foundations, it is insufficient for games. Games are interactive, dynamic, and often real-time—they present unique challenges that generic web content standards do not adequately address.
Game Accessibility Guidelines (GAG) were developed specifically to address game-specific challenges:
- Real-time Gameplay Demands: The fast pace of real-time gameplay can be impossible for players with cognitive or motor disabilities. GAG provides guidance for implementing pause functionality, adjustable difficulty, and alternative control schemes.
- Visual and Audio Effects: Visual effects that trigger vestibular disorders or photosensitive seizures, and audio effects that disrupt players with hearing impairments or sensory processing disorders require specific consideration.
- Motor Control Requirements: Certain motor control requirements might be impossible for players with specific physical disabilities. GAG addresses how to provide multiple input options and adjustable difficulty.
- Cognitive Load Factors: Cognitive load factors affect players with learning disabilities or those learning in a second language. GAG provides guidance for simplifying interfaces and providing clear feedback.
Together, WCAG 2.1 and GAG create a comprehensive framework for making games genuinely inclusive and accessible.
4.1 Overview
The seven universal design principles were originally developed by a group of architects and designers at North Carolina State University and have since become the gold standard for inclusive design across industries. These principles work together as an interconnected system of design thinking that considers the full spectrum of human diversity. Each principle builds on the others to create an experience that is genuinely inclusive.
4.2 Principle One: Equitable Use
Definition: The design is useful and marketable to people with diverse abilities.
Equitable Use in SPLENDID game is manifested through several key decisions:
Platform Selection: the game was developed for PC platforms rather than exclusively for mobile devices. A PC with a larger screen accommodates children with visual impairments and dyslexia, which is far better than a mobile device. Content can be displayed at larger scales, making accessibility more effective.
Large, Playable Spaces: The game incorporates large interactive spaces within the game environment. Users with reduced accuracy due to motor disabilities or low vision can interact with game elements comfortably without requiring precise actions that might be impossible for them.
Minimized Motion: Rather than using flashy animations and rapid scene changes, the game uses smooth transitions and static screens. This prevents disorientation in visually impaired students and helps all students focus on language learning rather than being distracted by motion.
Multiple Input Options: Players can choose their preferred input device—keyboard or mouse. Some players with motor disabilities find keyboard input easier, while others prefer a mouse. The game supports both (via windows OS mouse emulation), allowing each player to optimize their interaction based on their abilities. When using a mobile device touch is enabled.
Adjustable Audio Speed: Audio content can be played at variable speeds, allowing players who need more time to process language to slow down the audio. All audio content is re-playable, allowing players to listen multiple times without penalty. Multiple voices are selectable provided the OS supports them via TTS engine.
Customizable Fonts and Zoom: Students with dyslexia might prefer certain fonts for readability, and students with low vision might need magnification. The game offers font customization and zoom features, respecting individual diversity in visual processing.
4.3 Principle Two: Flexibility in Use
Definition: The design accommodates a wide range of individual preferences and abilities.
Flexibility in Use means providing choices rather than imposing a single solution. Different students have different needs, and what works perfectly for one student might be inappropriate or ineffective for another. The game implements flexibility through:
- Multiple input device support (keyboard, mouse, touch where available)
- Customizable difficulty and pacing
- Adjustable audio speed and re-playable content
- Font customization and zoom features
- Customizable visual themes and color schemes
The design philosophy is that players should be able to configure the game to match their capabilities and preferences. By providing options and customization, no player is forced into a one-size-fits-all experience.
Non-functional Requirements: SPLENDID game’s implementation of flexibility was constrained by the requirement that no software could be installed on school devices. This necessitated development of a web-based game. Additionally, the game was required to support both high-end computers and older hardware, potentially running different operating systems and using different input methods such as touchscreens. These constraints, while challenging, ultimately expanded the usability hindering a bit the flexibility of the solution.
4.4 Principle Three: Simple and Intuitive Use
Definition: The game is easy to understand regardless of the player’s experience, knowledge, language skills, or current concentration level.
Simple and Intuitive Use in SPLENDID is achieved through:
Minimized Animations: Overly animated scenes distract students from language learning. For students with cognitive challenges, visual impairments, or dyslexia, excessive animation creates cognitive overload. Simplicity in design allows them to focus on what matters: learning the language.
Clear Button Design and Spacing: Buttons are clearly defined and adequately spaced to reduce the risk of accidental clicks for children with motor difficulties. Large buttons and simplified illustrations benefit all children, especially younger players.
Simplified Illustrations: Illustrations are simplified with high contrast and reduced background elements. This is particularly beneficial for children with visual impairment or dyslexia, who can become overwhelmed by visual complexity.
The underlying principle is that the interface should never distract from learning. Every design choice should facilitate focus on language content rather than struggle with interface navigation.
4.5 Principle Four: Perceptible Information
Definition: The design communicates necessary information effectively to all users, regardless of their sensory abilities.
Perceptible Information in SPLENDID is ensured through:
High-Contrast Colors: The game uses high-contrast colors throughout, avoiding pastels in favor of saturated, bright colors visible to everyone, including those with color blindness.
Multiple Coding Systems: The design never relies on color alone to convey information. Color is always combined with shapes and icons. For example, if red indicates an error, an error symbol is also displayed.
Large Text and Icons: All text and icons are sized for visibility. Important information is not relegated to small print that requires magnification or intense focus.
Multiple Access Modalities: Information is presented through multiple senses—visually, through text, and through audio. If something is important, the design ensures it is perceptible through multiple sensory channels.
This principle recognizes that students have different sensory strengths. By presenting information through multiple modalities, the design ensures that every student can perceive critical information regardless of their particular sensory abilities.
4.6 Principle Five: Tolerance for Error
Definition: The design minimizes hazards and adverse consequences of accidental or unintended actions.
Tolerance for Error is implemented through:
Reversible Actions: If a player clicks on something by mistake, they can go back. The game never punishes accidental interactions with irreversible consequences.
Undo Functionality: Players can undo recent actions, allowing them to learn at their own pace without being penalized for mistakes.
Simple, Easy-to-Modify Settings: If a player chooses a font, audio speed, or other setting that proves suboptimal, they can easily change these settings without navigating complex menus or losing progress.
Forgiving Design Philosophy: Children learn by making mistakes, exploring, and trying again. The game supports this natural learning process by creating a design that encourages experimentation without punishing errors.
This principle is essential for players with motor disabilities, learning disabilities, and very young children. A forgiving game design is not only more accessible; it is also more effective pedagogically, as it reduces anxiety and encourages engagement.
4.7 Principle Six: Low Physical Effort
Definition: The game can be used efficiently and comfortably with minimal fatigue.
Low Physical Effort is achieved through:
Simple Mechanics: The game uses simple mechanics—primarily point-and-click (or touch) interactions. There are no complex key combinations, no rapid button pressing, and no holding down buttons for extended periods.
Large Target Sizes: All interactive elements feature large target sizes. Ideally, a button is at least 2.5 centimeters by 2.5 centimeters, allowing children with reduced motor precision to click accurately without excessive effort.
Minimized Scrolling: The design minimizes the need for scrolling and excessive navigation. Scrolling can be tiring for children with motor disabilities, and the design reduces this demand wherever possible.
Efficient Navigation: Every design choice reduces physical fatigue and makes the game more accessible and enjoyable for all players.
This principle recognizes that physical effort has a direct impact on fatigue and learning efficiency. By reducing unnecessary physical demands, the game becomes more accessible and more effective as an educational tool.
4.8 Principle Seven: Size and Space for Approach and Use
Definition: Appropriate size and space are provided for approach, reach, manipulation, and use, regardless of the user’s body size, posture, or mobility.
Size and Space for Approach and Use is manifested through:
Large Interactive Elements: Every button and clickable area is sized to be accessible to children with motor disabilities, younger children with developing fine motor control, and even children wearing gloves or using adaptive equipment.
Adequate Spacing: Interactive elements are spaced appropriately. If two buttons are too close together, a child with tremors or reduced motor precision might accidentally click the wrong button. Proper spacing reduces these errors.
White Space Utilization: The interface is clean and uncluttered. Excessive visual elements in backgrounds can distract and confuse students with dyslexia and visual impairment. White space allows the interface to breathe and helps maintain focus.
Visual Clarity: Players can easily distinguish one element from another. Visual distinctions are clear and unambiguous.
Simplified Visual Hierarchy: Important elements are clearly distinguished from less important ones. The primary task is always obvious and not obscured by secondary elements or visual noise.
The cumulative effect of this principle is an interface that is physically accessible to all players and cognitively clear for all learners.
Creating an accessible game requires navigating multiple, often conflicting demands. Understanding these constraints is essential for appreciating both the achievements and the limitations of the SPLENDID game design.
5.1 User Diversity
The game is designed for children ranging from approximately five or six years old to teenagers. This age range encompasses vast differences in motor control, cognitive abilities, competences and interests. A five-year-old and a fifteen-year-old have fundamentally different developmental capabilities.
Additionally, users have diverse impairments. A child with visual impairment requires accommodations different from a child with dyslexia or a child with a motor disability. In the project the game cannot be designed for one impairment and ignore others; it must serve many simultaneously.
5.2 Technology and Regulatory Constraints
The game was initially planned for Windows PC platforms but had to expand to support older iOS tablets. This expansion introduced constraints related to screen resolution, processing power, Text To Speech (TTS) engine. installation processes, and graphics capabilities.
Privacy laws such as GDPR introduce requirements when working with children. School regulations often limit the types of content that are appropriate. These regulatory requirements must be satisfied while maintaining educational effectiveness and user experience.
5.3 Educational Standards
The game must align with language learning curricula and meet educational standards. It must effectively track student game progress for teachers and educators. Assessment requirements cannot be compromised in pursuit of accessibility or simplicity.
5.4 Design Trade-offs
Fundamental trade-offs exist in accessible game design:
Features vs. Simplicity: Adding more features makes the game more interesting for some players but more complex and overwhelming for others. Each feature decision involves weighing the benefit for some users against the potential cost to others.
Broad Appeal: One solution rarely fits all needs equally. A high-contrast color scheme with saturated colors is excellent for players with low vision but might feel less aesthetically pleasing to typically sighted players.
Competing Accessibility Needs: Accessibility features that benefit some players might not benefit others. The solution is to provide options, customization, and flexible design that allows different players to find configurations that work for them.
6.1 Key Takeaways
Accessibility Benefits Everyone: Accessibility is not a feature that benefits only people with disabilities. Captions help language learners and deaf players. Large buttons help children with motor disabilities and young children alike. Simple language helps children with cognitive challenges and non-native speakers. When we design for accessibility, we create better products for all users once requirements and constraints are clearly stated and acknowledged.
Diverse User Needs Require Comprehensive Design: Accessibility cannot be simply added at the end of development. Accessibility must be at the heart of design thinking from the very beginning. Accessible design is not cosmetic; it is fundamental.
Design Trade-offs Are Real: We cannot perfectly accommodate every user in every scenario. However, by providing options and flexibility, we can serve many needs simultaneously. A single configuration might not be ideal for every player, but the availability of customization means that every player can find settings that work for them.
Careful age cohort limiting can provide additional flexibility in design decisions, allowing more tailored solutions for specific developmental stages rather than attempting to serve all ages equally.
Continuous User Feedback Improves Design: Ongoing feedback from users, especially from children with disabilities and their educators, is essential. Consultation with teachers at schools for the blind, input from speech therapists and occupational therapists, and testing with diverse user groups guide ongoing development.
Inclusive Design Is an Innovation Opportunity: Inclusive design is not a limitation; it is an opportunity for innovation. Some of the best design decisions in designing the game came from thinking about how to serve users with disabilities. These solutions often improve the experience for all users when trade-offs are carefully balanced.
6.2 Final Reflection
The development of the game demonstrates that universal design principles, when thoughtfully integrated with game accessibility guidelines and web content standards, can create educational experiences that are genuinely inclusive and accessible. This approach requires careful planning, iterative testing, and a willingness to make trade-offs. Yet the result is not a compromised product; it is an enriched one that serves a broader user base more effectively than a product designed without these principles.
By committing to universal design from the inception of development, we have created a game that is accessible to children with diverse abilities and disabilities, while simultaneously creating a superior experience for all learners. This is the promise and the power of inclusive design.