Prioritize inclusion in game-based learning

Key points:

Applying inclusive design principles and practices to game-based learning can expand access to rich learning experiences to a neurodiverse group of students, according to a new whitepaper from Kahoot!.

Designing for Inclusion, Designing for All: A Mindset Shift and Practical Approaches to Advance Your Journey Towards Inclusive Design in edtechillustrates how inclusive design practices can enhance any educational technology solution by providing educational experiences that are more flexible, customizable, and meaningful for all students.

Co-authored by Louisa Rosenheck, Director of Learning Design at Kahoot!, and Plub Limpiti, Learning Designer at Kahoot!, the white paper explores the challenges and vast opportunities in creating more inclusive game-based learning experiences that lead to better results.

It advocates for a paradigm shift in the design process, placing inclusion at its center from conception to execution, while serving as a guide to integrating inclusive design principles into educational technology. Chief among his recommendations is the importance of understanding and accepting neurodiversity (the natural differences in how people process and experience the world) to foster learning environments where every student can thrive.

The document recommends five methods that can help increase inclusion in teaching and learning:

1. Co-design: Bring students, especially marginalized ones, into the process as designers from the beginning to understand their needs and base product designs on their ideas.

2. Empathy interviews: Talk to students and other stakeholders early in the process to understand their experience and what has and hasn't worked for them in the past.

3. Rapid Prototyping: Create many variations of a concept and test them quickly and easily, to minimize guesswork and gain early insight into what resonates with students.

4. Team representation: Include neurodivergent people, or those who have lived experiences as a member of the target audience, in the design and development team to provide perspectives that would not otherwise be heard.

5. Self-test: Taking the time to periodically evaluate one's own team's work, considering the extent to which student voices are centered, who may be overlooked, and whether it aligns with design principles, in order to remain accountable and maintain the quality.

When these methods are implemented, more inclusive and accessible educational technology tools are available to users who need them, and students have additional methods through which to express and demonstrate their learning.

The report includes a foreword by esteemed neuropsychologist David Rose, a pioneer in Universal Design for Learning, along with insights from neurodiversity experts and practical strategies for educational technology professionals.

“technology has immense potential to make learning accessible and engaging for all students,” Rosenheck said. “Our new paper is a testament to Kahoot!'s commitment to leading the charge in understanding and implementing inclusive learning design practices that benefit all learners, regardless of their neurotype.”

Highlighting the Kahoot! The team's efforts in inclusive design, the report shares insights from the team's participation in the LEGO Foundation's Play for All Accelerator, which informed the development of the new Kahoot. spark solution, a teaching tool designed to develop future-ready skills such as creative confidence, divergent thinking and evaluation, with inclusion in mind.

“We have embarked on a journey to understand and support neurodiverse classrooms, and now we share our knowledge to inspire educational technology developers and equip educators with the tools necessary to create the kind of learning experiences that embrace the needs of all students with open arms. ” stated Rosenheck, “These ideas are fundamental to the work of Kahoot! and, most recently, they have ensured that our new Sparks tool enables diverse learning modalities and celebrates individuality so that students learn to express themselves while appreciating different perspectives among their peers.”

“Inclusion is at the forefront of learning design, but achieving truly inclusive digital learning solutions requires intentional effort,” Limpiti said. “As society's understanding of neurodiversity grows, so does the need for learning tools that embrace diversity, and this whitepaper is a roadmap for educators and designers to learn how design processes of educational technology can boost inclusion.

Material of Press release was used in this report.

Laura Ascione is the editorial director of eSchool Media. She graduated from the prestigious Philip Merrill School of Journalism at the University of Maryland.

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