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Video Games and Accessibility: New Perspectives on Inclusive Teaching

Video Games and Accessibility: New Perspectives on Inclusive Teaching

Eugenia Treglia, Angela Magnanini, Gianni Caione
Copyright: © 2019 |Volume: 10 |Issue: 2 |Pages: 8
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781522566991|DOI: 10.4018/IJDLDC.2019040103
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MLA

Treglia, Eugenia, et al. "Video Games and Accessibility: New Perspectives on Inclusive Teaching." IJDLDC vol.10, no.2 2019: pp.29-36. http://doi.org/10.4018/IJDLDC.2019040103

APA

Treglia, E., Magnanini, A., & Caione, G. (2019). Video Games and Accessibility: New Perspectives on Inclusive Teaching. International Journal of Digital Literacy and Digital Competence (IJDLDC), 10(2), 29-36. http://doi.org/10.4018/IJDLDC.2019040103

Chicago

Treglia, Eugenia, Angela Magnanini, and Gianni Caione. "Video Games and Accessibility: New Perspectives on Inclusive Teaching," International Journal of Digital Literacy and Digital Competence (IJDLDC) 10, no.2: 29-36. http://doi.org/10.4018/IJDLDC.2019040103

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Abstract

This essay aims, through a hermeneutic-argumentative approach, to present some ideas for inclusive teaching, starting with an educational re-evaluation of video games, for years considered a mere form of entertainment. Their use as educational mediators is a useful response to the needs of a school that is increasingly aware of the educational needs of all pupils. Through the recovery of the recreational dimension and the Accessibility paradigm, it is possible to offer teachers guidance and design insights in order to create educational itineraries of inclusion, finding in video games a possible tool capable of engaging the class in common activities, on the basis of equal opportunities and active participation, additionally for the development of digital skills.

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