Accessibility Education for Software Engineers: Evaluating the Impact of Game-Based Learning
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| Title: | Accessibility Education for Software Engineers: Evaluating the Impact of Game-Based Learning |
|---|---|
| Language: | English |
| Authors: | P. D. Parthasarathy (ORCID |
| Source: | ACM Transactions on Computing Education. 2026 26(2). |
| Availability: | Association for Computing Machinery. 1601 Broadway 10th Floor, New York, NY 10119. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 48 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Computer Science Education, Engineering Education, Computer Software, Game Based Learning, Educational Games, Play, Skill Development, Computer Literacy, Access to Computers, Guidelines, Gamification, Internet, Misconceptions, Design, Best Practices, Learner Engagement |
| DOI: | 10.1145/3785367 |
| ISSN: | 1946-6226 |
| Abstract: | Background: Digital inaccessibility remains a significant barrier to inclusion. WebAIM's 2025 report indicates that only 5.2% of the top one million web site homepages fully conform to accessibility standards, reflecting a marginal improvement of 3.1% in Web Content Accessibility Guidelines (WCAG) compliance over the past 6 years. This stagnation underscores a persistent skills gap within the technology sector, primarily attributed to software engineers' limited foundational knowledge and technical expertise in digital accessibility. While academic institutions have begun integrating accessibility into computing curricula, effective training strategies for practicing software engineers remain underexplored. Methods: We developed two serious games, "A11yMythBuster" and "A11yBugHunter," designed to enhance accessibility awareness and technical proficiency. The design and evaluation of these games use the Design-Based Research (DBR) approach, with this study representing the first iteration of the iterative development cycle. The impact of these games was assessed through a mixed-methods study involving 125 software engineers. Data collection methods included pre--post surveys, gameplay data, and semi-structured interviews to capture changes in both skills and attitudes. Results: Participants demonstrated substantial improvements in technical accessibility skills following gameplay interventions. The study also revealed a marked attitudinal shift, with engineers showing increased commitment to prioritizing accessibility in their software development practices. Both quantitative metrics and qualitative feedback indicated that the game-based approach effectively bridged knowledge gaps while fostering cultural change within development teams. Conclusions: Game-based learning can effectively address both technical and attitudinal barriers to digital accessibility implementation among software engineers. Our findings suggest that serious games offer a scalable strategy to advance accessibility education in the tech industry. This study contributes to the growing literature on innovative, evidence-based interventions for digital accessibility education and provides a practical approach to improving WCAG compliance in software development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504211 |
| Database: | ERIC |
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