An Approach to Teach Accessibility with Gamification
Mohammad Gulam Lorgat, Hugo Paredes, Tânia Rocha · 2022 · Proceedings of the 19th International Web for All Conference (W4A 2022) · doi:10.1145/3493612.3520478
Summary
This extended abstract proposes a gamification-based approach for teaching web accessibility to undergraduate Computer Science and Software Engineering students as part of a web design course. The authors identify a gap in accessibility education: while previous approaches have been successful at imparting accessibility knowledge and skills, they have consistently struggled to motivate and engage students. Gamification — the use of game design elements in non-game contexts — has proven effective at improving engagement and performance in education generally, but has barely been explored for teaching accessibility in academic settings (only a couple of studies addressed professional training in industry). The proposed approach begins with empathy-building through WAI videos depicting challenges faced by people with disabilities, followed by a brief WCAG overview. The core of the approach gamifies WCAG 2.1 itself into interactive quiz-based learning activities organized by principle and guideline. Students are presented with simulated accessibility failure scenarios and must identify the relevant WCAG principle and guideline, then apply the correct solution. The paper provides concrete scenario examples for each WCAG guideline — from missing alt text on disappearing images, to forms with colour-only validation, to keyboard-only navigation challenges, to pages in unfamiliar languages requiring language switching.
Key findings
The paper is primarily a design proposal rather than an empirical study, so it presents no quantitative results. The contribution lies in the detailed pedagogical framework that maps each WCAG 2.1 guideline to a specific interactive game mechanic. Examples include: for Text Alternatives, an image disappears and students must provide appropriate alt text; for Distinguishable, form validation relies only on colour and students must fix it; for Keyboard Accessible, the mouse is disabled and students must complete a form using only the keyboard; for Enough Time, a form has a short timer requiring students to manage time constraints; for Seizures, a flashing image must be slowed down; for Navigable, incorrect heading structures must be corrected. Students earn points for correct solutions, progress through levels corresponding to WCAG principles, and receive badges based on accumulated points. The approach is designed to be implemented through standalone tools, artifacts, or modifications to Learning Management Systems using gamification plugins.
Relevance
This work addresses a persistent challenge in accessibility education: how to move beyond knowledge transfer to genuine student engagement and motivation. The gamification approach is notable for its direct mapping of game mechanics to WCAG guidelines, creating experiential learning scenarios where students encounter accessibility barriers firsthand rather than just reading about them. For organizations building accessibility training programs, the framework offers a reusable template — each WCAG guideline paired with a concrete interactive scenario. The limitation is that this is a proposal without empirical validation; the authors note that prototype development and classroom evaluation with pre/post testing are planned as future work. Nevertheless, the 14 citations this paper has received suggest the approach has resonated with the accessibility education community. The work also highlights the broader challenge that accessibility teaching resources remain scarce, making any structured pedagogical contribution valuable.
Tags: gamification · accessibility education · computer science education · WCAG · pedagogy
Standards referenced: WCAG 2.1