Leveling the Playing Field: Using Games to Enhance Accessibility Education in Library and Information Science
Saved in:
| Title: | Leveling the Playing Field: Using Games to Enhance Accessibility Education in Library and Information Science |
|---|---|
| Language: | English |
| Authors: | Devorah Kletenik, Rachel F. Adler, Bryan Rivera, Melissa Autumn Wong |
| Source: | Information and Learning Sciences. 2026 127(3-4):150-169. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Library Science, Graduate Students, Library Personnel, Attitudes toward Disabilities, Disabilities, Inclusion, Student Attitudes, Empathy, Accessibility (for Disabled), Computer Software, Gamification, Computer Games, Perspective Taking |
| DOI: | 10.1108/ILS-10-2025-0203 |
| ISSN: | 2398-5348 2398-5356 |
| Abstract: | Purpose: The purpose of this study is to explore the effectiveness of accessibility-focused games as a pedagogical tool for increasing awareness of accessibility in library and information science (LIS) education. Accessibility is essential for library resources and services, yet training on inclusive design remains limited in LIS programs and professional development. Design/methodology/approach: A mixed-methods approach was used with two participant groups. In a course module, 66 LIS students played accessibility-focused games. Pre- and post-surveys measured changes in empathy toward people with disabilities, and responses to hypothetical design scenarios were analyzed for inclusion of accessibility considerations. Open-ended reflections were examined thematically. In a separate pilot workshop, 32 library staff played the games and provided qualitative feedback on their usefulness and relevance. Findings: Students showed a statistically significant increase in empathy (V = 20.5, Z = -6.16, p < 0.0001, r = 0.76) and were significantly more likely to include people with disabilities in design scenarios (p < 0.001, g = 0.44 and 0.45). Student reflections highlighted the games as educational, empathy-building, and motivating for future practice. All staff participants found the games relevant, with the dyslexia game identified as particularly impactful. Originality/value: This study addresses a gap in LIS education research by exploring the use of accessibility-focused games, an area where empirical studies are still scarce. It demonstrates their potential as an innovative tool for building accessibility awareness among future and current information professionals and provides a foundation for integrating game-based learning into LIS curricula and professional development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507317 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this study is to explore the effectiveness of accessibility-focused games as a pedagogical tool for increasing awareness of accessibility in library and information science (LIS) education. Accessibility is essential for library resources and services, yet training on inclusive design remains limited in LIS programs and professional development. Design/methodology/approach: A mixed-methods approach was used with two participant groups. In a course module, 66 LIS students played accessibility-focused games. Pre- and post-surveys measured changes in empathy toward people with disabilities, and responses to hypothetical design scenarios were analyzed for inclusion of accessibility considerations. Open-ended reflections were examined thematically. In a separate pilot workshop, 32 library staff played the games and provided qualitative feedback on their usefulness and relevance. Findings: Students showed a statistically significant increase in empathy (V = 20.5, Z = -6.16, p < 0.0001, r = 0.76) and were significantly more likely to include people with disabilities in design scenarios (p < 0.001, g = 0.44 and 0.45). Student reflections highlighted the games as educational, empathy-building, and motivating for future practice. All staff participants found the games relevant, with the dyslexia game identified as particularly impactful. Originality/value: This study addresses a gap in LIS education research by exploring the use of accessibility-focused games, an area where empirical studies are still scarce. It demonstrates their potential as an innovative tool for building accessibility awareness among future and current information professionals and provides a foundation for integrating game-based learning into LIS curricula and professional development. |
|---|---|
| ISSN: | 2398-5348 2398-5356 |
| DOI: | 10.1108/ILS-10-2025-0203 |
