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Article

Implementing Gamification for Blind and Autistic People with Tangible Interfaces, Extended Reality, and Universal Design for Learning: Two Case Studies

by
Luis Roberto Ramos Aguiar
1,*,
Francisco Javier Álvarez Rodríguez
1,*,
Jesús Roldán Madero Aguilar
2,
Valeria Navarro Plascencia
3,
Luisa María Peña Mendoza
4,
José Rodrigo Quintero Valdez
3,
Juan Román Vázquez Pech
5,
Adriana Mendieta Leon
6 and
Luis Eloy Lazcano Ortiz
7
1
Departamento de Ciencias de la Computación, Universidad Autónoma de Aguascalientes, Aguascalientes 20100, Mexico
2
Facultad de Economía, Universidad Autónoma de Nayarit, Tepic 63000, Mexico
3
Centro Universitario de Ciencias Exactas e Ingenierías, Universidad de Guadalajara, Guadalajara 44100, Mexico
4
Centro Universitario de Ciencias Económico-Administrativas, Universidad de Guadalajara, Guadalajara 44100, Mexico
5
Unidad Profesional Interdisciplinaria de Ingeniería en Tecnologías Avanzadas, Instituto Politécnico Nacional, Ciudad de Mexico 07340, Mexico
6
Facultad de Ciencias de la Computación, Benemérita Universidad Autónoma de Puebla, Tepic 63000, Mexico
7
Facultad de Ciencias Químicas e Ingeniería, Universidad Autónoma de Baja California, Tijuana 22390, Mexico
*
Authors to whom correspondence should be addressed.
Appl. Sci. 2023, 13(5), 3159; https://0-doi-org.brum.beds.ac.uk/10.3390/app13053159
Submission received: 23 November 2022 / Revised: 27 December 2022 / Accepted: 3 January 2023 / Published: 1 March 2023
(This article belongs to the Special Issue Gamification and Data-Driven Approaches in Education)
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Abstract

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Two case studies are presented in which gamification is implemented with tangible user interfaces, extended reality and universal design for the learning of blind and autistic people.

Abstract

The present study investigates the use of gamification to foster commitment and engagement among users with disabilities. Two case studies demonstrating the application of gamification are provided. The first is the development of an application to teach a blind person Mexican currency, and the second one is the creation of an application to aid individuals with autism spectrum disorder (ASD) in navigating their environment. The study reveals that universal design for learning principles can be used indirectly to adjust apps for users to utilize the software consistently. This study provides preliminary evaluations for both case studies, which were undertaken with relatively small samples. The first case study revealed that three blind individuals who took part in the review scored an average of 91.7 on the system usability scale. At the same time, the second case study involving the observation of a single individual with ASD also revealed that utilizing the designed app improved performance. Despite the limited sample size, the findings suggest that gamification may effectively encourage and generate commitment among the users with disabilities.

1. Introduction

Technology and new teaching methods are increasing worldwide to help improve learning in digital games; likewise, the concept of gamification plays an important role in this field [1]. The implementation of gamification in education has attracted many researchers in order to increase engagement and achieve more effective learning [2]. For this reason, it has been widely used in multiple projects to encourage learning in people with autism spectrum disorder (ASD) or blind people [3,4,5,6].
To propose tools with new technologies and take advantage of the user’s characteristics, this paper presents a case study for people with ASD and another for blind people. First, a case study implements tangible user interfaces (TUI), a tool that improves access to information for blind and visually impaired people, leading to more accurate mental representation [7] (see Supplementary Material). Furthermore, the second case study uses virtual reality (VR), an effective intervention tool in the field of health. Several recent articles have implemented VR-based treatments for people with ASD [8]. To improve and provide different mechanisms of information representation, engagement and forms of expression in both case studies, we applied universal design for learning (UDL), a framework for improving and optimizing teaching and learning for all people based on scientific knowledge of how humans learn [9]. Likewise, a development methodology called MEEXU2 (MEthodology, EXtended reality, Universal design for learning, User-centered design) was followed, which facilitates the construction of extended reality applications and tangible user interfaces contemplating user-centered design and UDL. Likewise, for a better selection of the mechanics and dynamics that are part of the case studies, a process for the selection of gamification techniques was implemented. In addition, preliminary evaluation results are shown in both case studies, which were applied to blind and ASD people. With this, we intend to demonstrate through our case studies the convergence between gamification mechanics in applications for people with disabilities (blind and autistic people) using technologies such as TUI, VR and UDL approach. Both case studies can help future developers in building their applications for the disabilities mentioned above, and preliminary results can provide ideas for improvements or considerations in building their applications.
This paper is structured as follows: Section 2 contains the theoretical background of this research, such as gamification, extended reality, tangible user interfaces and universal design for learning; Section 3 contains the methods used for the construction of the case studies; Section 4 contains the case studies conducted and Section 5 contains the conclusions and future work.

2. Theoretical Background

Given that we are in a software engineering case study line, the design of experiment and its complexity makes it necessary to explain the terms that are part of this research project [10].

2.1. Gamification

The use of technology and new teaching methods is increasing worldwide to help improve learning; as a result, video games and the concept of gamification are playing an important role in this field [1]. Gamification is a powerful resource to increase motivation and engage participants, thus favoring the teaching–learning process or training for a specific situation [11]. In addition, it has been used to represent the application of game mechanics in fields other than this one. In other words, it can be defined as the use of game elements in non-game contexts [12]. Some characteristics of gamification implementation are the creation of game mechanics and dynamics. Firstly, game mechanics are the way to reward the user depending on the objectives achieved (points, levels, challenges, gifts and leaderboards). In addition, dynamics represent the needs and desires of the users that can be satisfied by taking advantage of the game mechanics and improving good practices in the workplace (rewards, status, achievements and self-expression). Likewise, some authors have established goals, rules, feedback, rewards and motivation as essential components within a gamified system [13].

2.2. Extended Reality

Recently, extended reality (XR) systems have been increasingly used to address various fields, such as training, education, security, etc. [14]. XR has been used to encompass all those technologies that generate some kind of user immersion, such as virtual, augmented and mixed reality (VR, AR, MR) technologies and conceptual approaches to spatial interfaces studied by researchers in engineering, computer science and human–computer interaction (HCI) over several decades [15]. On one hand, VR offers a fully immersive experience, while AR promotes interaction between the user, digital content and the real world, thus displaying virtual images while remaining transparent [16]. Instead, MR refers to a seamlessly blended connection between computer-generated content and the real/physical environment as a realistic form of AR [17].

2.3. Tangible User Interfaces

Ulmer and Ishii define tangible user interfaces (TUI) as systems that use physical artefacts to represent and control digital information [18]. In addition, Lozano et al. [19] define them as an interface in which the user has a digital representation of the information, allowing the user to literally grasp the data with his hands. A peculiar aspect that differentiates TUI from other purely physical tools is that they mix physical and digital representations of information, and the functionality, flexibility, and dynamicity they handle cannot be achieved with traditional physical-only tools to the same degree as with TUI [20]. Currently, TUI have become more accessible and their fields of application have diversified in both the public and private spheres: kiosks in science museums, interactive art pieces, collaboration tables in workspaces and, more recently, in wearable interfaces [21]. Furthermore, several research studies have demonstrated their usefulness in working with older adults, blind people and multiple types of disabilities [22,23,24]. For the above mentioned, this paper shows a case study for blind people using tangible user interfaces and gamification techniques applying universal design for learning.

2.4. Universal Design for Learning

Universal design for learning (UDL) originated in the 1990s and is based on neuroscience research and elements of universal design [25]. The promise of UDL implies that teaching materials and environments can be designed to be accessible to all students [26,27,28]. For this reason, those students with some type of learning, emotional and/or behavioral disabilities can be considered the main beneficiaries of the implementation of the UDL. For the implementation of the UDL, the CAST (Center for Applied Special Technology) [29] has designed a set of guidelines that can benefit the implementation of UDL to enhance and optimize teaching and learning for all individuals; these guidelines can be used by educators, curriculum developers, researchers, parents and anyone else who wishes to apply UDL in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or setting to ensure that all learners can access and participate in meaningful and challenging learning opportunities.
Rather than a design checklist, UDL focuses on ensuring that learners can access content, build understanding of knowledge and skills and internalize behaviors to enhance expert learning [30]. UDL principles include:
  • Multiple means of engagement: this principle focuses on actions taken by both students and faculty to increase active participation in learning the course material [31].
  • Multiple means of representation: this principle considers that each learner has a preferred way of receiving information. For some, it may be textual, for others, visual and/or auditory, and for others, critically, through work on a given problem [32].
  • Multiple means of action and expression: this principle assumes that learners differ in their ability to access the learning environment and reveal what they know. Some learners may express what they know in writing, but may not be able to pronounce it, or vice versa [33].

3. Methods

To develop both case studies, we used the MEEXU2 methodology (MEthodology, EXtended reality, Universal design for learning, User-centered design), a software methodology to build extended reality applications and tangible user interfaces that contemplates the use of user-centered design and universal design for learning (see Figure 1).
Within this methodology, there are stages (analysis, pre-production, production, post-production) and activities (definition of requirements, identification of roles, solution design, UDL, developing the solution and testing and utilization) that help developers in the production of software for people with disabilities. In addition, with the use of UDL, we seek the construction of “universal” applications that present different multiple means of representation, action, expression and commitment [34]. Its requirements extraction activities are based on Chavez’s [35]. It also presents guidelines for the design of XR, software engineering processes and instruments to measure the satisfaction or stress generated when using the application [36,37,38,39,40].
To correctly incorporate different gamification mechanics, a gamification technique selection process was carried out based on three main questions (see Figure 2). Each step is explained below.
  • What are user characteristics? One of the reasons that technological services fail is that they are not designed for the users and the contexts in which they are applied [41]. For this reason, it is important to know the main means of interaction and the way in which users perceive their environment to start selecting the gamification techniques that best suit them.
  • Which gamification dynamics and mechanics are the most suitable for the user according to their characteristics? It is important to take into account the individuality of each user to improve their experience [42]. Once their characteristics have been identified, it is important to select the techniques that best suit them. First, gamification dynamics are behaviors that arise because of players’ progress through the experience; on the other hand, gamification mechanics can add playful moments and help to relieve some stress by adding fun to the learning process [13]. For example, behaviors such as cheating, competing or even helping other players may arise [43]. Therefore, it is necessary to analyze which dynamics are appropriate according to the user’s characteristics. For example, challenges are intended to make the user overcome different activities in a timely manner, encouraging them to meet as many challenges as possible [44]. With missions, users can develop their personal skills by gaining experience with the missions performed [45], and rewards are intended to drive in-game behavior as well as to mark player progress [46]. In this way, by analyzing each one of them, a better choice can be made.
  • How can we adapt these techniques according to user characteristics? Adapting to the user’s needs improves the overall accuracy of the system [47]. It is important to identify how the selected gamification techniques can be adapted according to the user’s characteristics. For example, if the user is blind, representative sounds can be added for easy recognition; if the user is deaf, adding text to provide feedback on the selected techniques can be an option. In this way, the best means to deliver the selected gamification techniques should be sought.
With the process mentioned above, we intended to select the best gamification techniques for the case studies of this project. By taking advantage of users’ characteristics, it is possible to improve their interaction with different gamification elements presented to them, thus encouraging them to continue using the developed gamification applications and improving their learning. Finally, developing the case studies of this research demonstrates the ability to implement gamification elements with other types of technologies (TUI, XR) for users with disabilities (deafness, autism), incorporating UDL to promote elements that improve the accessibility of applications to different types of people, without forgetting the main user (see Figure 3).

4. Study Cases

To build the case studies, a group of seven people participated in the simultaneous development of applications following MEEXU2 methodology. Each participant was assigned multiple roles according to their skills and knowledge. In this way, an interdisciplinary group was formed, consisting of graphic designers, programmers, experts in the learning area, 3D designers and testing and evaluation. Below are the case studies carried out in this project.

4.1. Technical Aspects and Common Characteristics

Unity3D, an engine for videogame creation that has grown significantly in recent years, was used to build both applications [48]. A tangible interface to “Learning with Pesos” was built with a 30 cm ∗ 40 cm piece of acrylic, a Logitech 1080 p webcam, two 2-inch iron presses, and LED lighting (see Figure 4a). In addition, reacTIVision 1.5.1, an open source, cross-platform computer vision framework, was used for fast and robust tracking of fiducial markers attached to physical objects, as well as for multi-touch finger tracking. The tangible objects used are composed of a fiducial marker used to identify the object within the application and a coin attached front and back (Figure 4b).
Moreover, virtual reality glasses Oculus Quest 2, developed by META, were used to create a “Street Simulator” application, and Oculus integration assets were implemented to create the virtual interactions.
Although in both case studies, different technologies were used (TUI and XR), they share common characteristics, as the development methodology and the activities to implement the gamification mechanics are the same (see Table 1). This shows that the same gamification elements can be used for different technologies and disabilities to motivate users.

4.2. Case Study 1: Application for Teaching the Mexican Currency to Blind People

Blind people face a number of visual challenges every day, from reading the label on a frozen dinner, to figuring out if they are at the right bus stop, to even identifying if they are paying with the right coin [49]. For this reason, when making different forms of coins and banknotes, it is important to take into account the fact that there are people who are visually impaired, but still need to understand the different values of the banknotes that exist [50]. Considering the importance of knowledge of currencies, the first case study proposes an application to teach currencies called “Learning with Pesos”, whose objective is to teach the Mexican currency using tangible interfaces, gamification mechanics and the UDL. We decided to use tangible interfaces with the objective of taking advantage of the main means of interaction of blind people, their hands. In addition, through TUI, innovative educational and cognitive interventions can be maintained to listen and stimulate the narratives of visually impaired people [23]. Additionally, there are multiple projects which demonstrate favorable results in improving the learning of blind people with concepts of shadows, programming, music and Braille, among others [51,52,53,54].
The application is composed of two main sections (see Figure 5a); the first section has the objective of showing descriptive information about the different coins/bills of the Mexican currency. for this, the user places an object with a coin attached to it on the tangible interface, then the application recognizes it and provides information through audio about its physical characteristics and the amount it represents, so that the blind person can identify it more easily (see Figure 5b).
The second section consists of a series of mathematical problems (addition and subtraction) that allude to possible events that the blind person could face in the real world, with the aim of improving their fluency in identifying Mexican currencies. In these sections it is possible to unlock different achievements by answering correctly and using different tangible objects. Figure 6a shows how the 2-peso badge is obtained after correctly answering an exercise, and Figure 6b shows the rewards interface where the achievements and their description are displayed; in the case of blind people these achievements are described through audio.
To select mechanics and dynamics, we followed the gamification techniques selection process shown in Section 2, as described below.
  • What are user characteristics? Users for whom this application is intended have visual problems, such as total blindness or partial loss of sight, their sense of touch and hearing being their main means of interaction.
  • Which gamification dynamics and mechanics are the most suitable for the user according to their characteristics? Based on research that has previously used gamification techniques with blind children, the most appropriate dynamics are levels, challenges and missions, while the use of rewards as mechanics is considered appropriate [4,55,56,57].
  • How can we adapt these techniques according to user characteristics? Considering that their main means of interaction are the senses of touch and hearing, we intend to take advantage of the latter by adding a representative sound to each gamification element for its quick identification by blind people.
Challenges are oriented to the overcoming of different activities in a timely manner, encouraging the user to achieve as many challenges as possible; Table 2 shows some of the established challenges.
Additionally, missions were created that are unlocked by completing different challenges; Table 3 shows some of the established missions.
With this application we demonstrated the use of gamification elements for blind people through different mechanics such as levels, challenges, missions and rewards. For each participant we provided a representative sound facilitating its identification by the blind person. In addition, with the use of the tangible interface, we facilitated the manipulation of the different coins; in this way, the users were able to interact with them and identify the characteristics mentioned in the application for easy recognition through their hands. Finally, with the UDL we present multiple means of representation, such as audio, text and images, to reach more users.

Evaluation

A usability evaluation was conducted to measure the satisfaction of blind people when using the application. The instrument used was system usability scale (SUS) [58], which has ten statements related to the use of the system where users must indicate on a scale of 0 to 5 whether they totally disagree or totally agree with each of the statements. Three blind people of 31, 44 and 45 years old belonging to the Sistema Nacional para el Desarrollo Integral de la Familia (National System for the Integral Development of the Family), Aguascalientes (DIF) were recruited; this number is within Nielsen’s recommended range for getting the most out of usability issues, which recommends three to five participants, since a higher number does not provide much additional information [59].
At the beginning of the activity, they used the application with the assistance of a person who showed them where to place the tangible objects; later, they used it independently, and after some time the instrument was applied (see Figure 7a,b).
An average result of 91.7 was obtained. A result higher than 68 on the SUS indicates that the level of satisfaction is acceptable. Table 4 shows the age and the results obtained by each participant.

4.3. Case Study 2: Application for Behavioral Rehabilitation and Transit Development for People with Autism Spectrum Disorder (ASD)

Children with autism spectrum disorders (ASD) experience difficulties in social skills and may find understanding other people’s nonverbal cues and social behaviors a challenge [60]. Commonly, the condition is classified as high-functioning autism in those with autism spectrum disorder without intellectual disability [61], and as low-functioning autism in those who are unable to follow instructions, or who do not let anyone touch them; they may be aggressive or show unreasonable behavioral reactions that are difficult to explain [62,63]. However, if given enough attention and therapy, they can overcome their symptoms. Several notable people, such as Albert Einstein (scientist), Bobby Fischer (Chess Grandmaster) have had ASD and success in their lives [6]. Moreover, in children with ASD, we find an absence in the acquisition of notions of space and time; consequently, they may be subjected to experiences where their physical safety is put at risk, such as walking along edges at heights, or crossing streets without caution [64].
With the aim of providing a rehabilitation proposal to help children with ASD to better cope in the environment around them, “Street Simulator” was created, a VR video game with gamification mechanics and UDL in which they follow instructions provided by avatars to reach a particular destination (simulating the real world). It was decided to use VR because it can bring many advantages to the treatment of ASD symptomatology [8]. In addition, several studies have shown significant improvements in various cognitive indices, such as task learning, attention, executive functioning and daily living skills with the use of VR; therefore, it can be successfully used as an educational tool for children with ASD [65,66,67].
This game is composed of a main screen with the options of starting the game, modifying options, and exiting (see Figure 8a). Once the game is started, a story is displayed so that the child with ASD knows the destination to which he/she must go (see Figure 8b).
Once inside the environment, instructions are provided through audio and text to offer different means of representation to access the information. In the virtual environment, it is possible to encounter different avatars representing police officers who give instructions to reach the established objective when the user approaches them (see Figure 9a,b).
To complete the activity, children with ASD have a time limit of three minutes; if they do not reach the indicated destination in that time, the activity is restarted. This time is not shown at the time of using the game; it is shown at the end of the activity so the user may know how long it took to complete it. Other restrictions within the environment are that the child with ASD cannot cross the street unless he/she is in a corner; in the case that this is ignored, a warning is issued, indicating that this is forbidden. Once the child with ASD reaches his goal, visual and auditory feedback is given according to their performance (Figure 10a), and if the child does not reach the established place, encouragement is given to keep trying (Figure 10b).
To select the mechanics and dynamics, the gamification techniques selection process shown in Section 2 was followed, as described in the following section.
  • What are user characteristics? Users to whom this application is addressed have a moderate level of autism; their ability to receive instructions and carry them out is good. However, it is necessary to take the appropriate time for them to achieve them.
  • Which gamification dynamics and mechanics are the most suitable for the user according to their characteristics? This videogame is based only on the use of dynamics such as rewards, challenges and missions, based on research that has previously used these techniques in children with autism [1,6,11,68,69].
  • How can we adapt these techniques according to user characteristics? Technology and video games have proven to be motivating tools to work on attention and complex communicative skills, especially in children with ASD [70]. Rewards, challenges, and missions are represented within the video game through graphical elements and representative sounds for easy identification by the child with ASD.
Challenges and missions were established for this video game to encourage the child with ASD to complete them and continue interacting with the virtual environment. Some of the challenges established are shown in Table 5.
Additionally, missions were created that are unlocked by completing different challenges; Table 6 shows some of the established missions.
Through the “Street Simulator” application, we demonstrate the use of gamification for people with autism and its advantages to encourage learning and use of virtual environments; the use of challenges, missions, and rewards (stars according to their performance) makes the environment more interactive, facilitating its main function, which is that the child with ASD manages to function better in the environment that surrounds them. UDL use is observed in the representation media used, such as audio and text. These media were chosen because some children with ASD can read; however, for those who cannot, instructions can be received through audio and text.

Evaluation

For this preliminary evaluation, we conducted an evaluation of “Street Simulator” with a person diagnosed with high-functioning autism since the age of four with a higher-than-average IQ (see Figure 11a). The objective of this evaluation was to observe their behavior with the virtual reality technology, their interaction with the environment and how well they were able to complete the mission. The parameters for this evaluation were qualitative in nature, as they were based on the observation, opinions and experiences of the child with autism. Their actions within the virtual environment were monitored by our development team through a computer (see Figure 11b).
It is important to mention that prior to this evaluation, the child with ASD had not experienced the use of VR, which is why they were puzzled and disoriented in their first experience with the application. The result of their first attempt was unsuccessful, since they exhausted the starting time, ignoring the indications indicated by the avatars; however, this first attempt allowed us to observe that the individual developed a quite acceptable control ability within the virtual environment, considering that it was their first experience with VR. In the second test, the person successfully completed the mission, and a developed orientation skill was observed, since they did not need to interact with the avatars to reach the established point. As a conclusion of this evaluation, it is observed that the use of VR attracted the attention of the child with ASD; therefore, it can be a great tool to subject them to different virtual scenarios and improve their interactions with the real world in decision making. Finally, it is important to mention that as this is a preliminary evaluation, tests with more individuals are necessary to confirm what is stated here.

4.4. Implementation of Universal Design for Learning

The UDL aims to improve and optimize teaching and learning for all people [9]. Its application in both case studies is observed in the proportion of different means of representation to provide the information to our target user; however, these means of representation indirectly help the case studies to be accessible to different types of people (see Figure 12).
On one side, in “Learning with Pesos”, blind people receive the information through audio; indirectly, this means of representation can help people who cannot read or write or have motor difficulties to access the information of the application. Likewise, information is shown through text that, although is not accessible to blind people, is accessible to people with hearing problems or motor disabilities who have the ability to read. In addition, the use of physical objects within the tangible interface can help people who are blind, deaf or unable to read or write to use the application.
On the other hand, in “Street Simulator”, audio and text are used to provide information, so in case the person with ASD does not know how to read, he/she can receive the information through audio and follow the established dynamics. In both cases, it was decided to use gamification as a means of engagement due to the multiple missions, rewards and challenges established to encourage the use of the applications in a fun way to generate learning that can serve users in their daily lives.

5. Conclusions

In this paper, two case studies (“Learning with Pesos” and “Street Simulator”) that implement gamification elements with tangible user interfaces, virtual reality and universal design for learning were shown. For its construction, MEEXU2 methodology was used together with a selection process of gamification techniques to choose the best dynamics and mechanics according to user characteristics. This process can be used in different projects whereby it is intended to incorporate gamification elements for users with specific characteristics. Likewise, preliminary results showed that the use of gamification favored the motivation of people evaluated (blind people and people with autism) to continue using the applications presented here. However, it is necessary to consider a larger sample in the future to compare and find out whether these results are maintained.
Blind people who were part of the preliminary evaluations shown in this paper agreed that the use of audio to specify when they complete a mission or challenge or receive a reward motivates them to want to continue using the application to achieve as many incentives as possible. Likewise, it was found that motivation of the user with ASD who participated in preliminary evaluation increased when they obtained many stars while completing the activity on their second attempt. This result motivates us to continue using gamification in blind people and people with ASD, as it has been used in multiple software projects that demonstrate its multiple benefits for these people [3,4,6,56,57,68,69].
Usability evaluations of the “Learning with Pesos” application were satisfactory, with an average of 91.7, an acceptable score according to system usability scale [58]. This shows that the usability is acceptable for the users who participated in this preliminary evaluation; they were satisfied and comfortable with its use. Moreover, in evaluation of “Street Simulator”, interesting behaviors were observed in the user with ASD. They felt bewildered and disoriented during their first intervention with VR technology; however, later they managed a great adaptation to the technology and the application, managing to complete the activity satisfactorily and in an acceptable time.
In both case studies, accessibility was increased using the UDL by providing multiple means of representation, action and expression and engagement, making both applications indirectly usable for different types of people in different ways. The use of audio, text, images, and tangible objects meant that indirectly, different disabilities can access the information of the different case studies.
In future work, we intend to continue improving the case studies based on these first evaluations, and to carry out new tests with a larger number of users to confirm the preliminary results of the evaluations presented here.

Supplementary Materials

If you would like to see how the tangible user interfaces work, you can go to the following address: https://youtu.be/7rWvIV1GnyI.

Author Contributions

Conceptualization, L.R.R.A. and F.J.Á.R.; methodology, J.R.M.A. and V.N.P.; formal analysis, L.M.P.M. and J.R.Q.V.; investigation, J.R.V.P., A.M.L. and L.E.L.O.; writing—original draft preparation, L.R.R.A.; writing—review and editing, F.J.Á.R. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Data available upon request.

Acknowledgments

We would like to thank the Dolphin program for their contribution to the students who were part of this research work.

Conflicts of Interest

The authors declare no conflict of interest.

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Figure 1. MEEXU2 methodology development process.
Figure 1. MEEXU2 methodology development process.
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Figure 2. Gamification techniques selection process used in this investigation.
Figure 2. Gamification techniques selection process used in this investigation.
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Figure 3. Interaction between gamification mechanics, universal design for learning, tangible user interfaces and extended reality in study cases presented in this paper.
Figure 3. Interaction between gamification mechanics, universal design for learning, tangible user interfaces and extended reality in study cases presented in this paper.
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Figure 4. (a) Tangible interface built. (b) Tangible object with its fiducial marker.
Figure 4. (a) Tangible interface built. (b) Tangible object with its fiducial marker.
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Figure 5. (a) Main interface of “Learning with Pesos” application. (b) Descriptive cards section showing information about a 50c coin.
Figure 5. (a) Main interface of “Learning with Pesos” application. (b) Descriptive cards section showing information about a 50c coin.
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Figure 6. (a) Interface of mathematical problems section. (b) Achievement interface displaying coins earned and providing a description of the selected item.
Figure 6. (a) Interface of mathematical problems section. (b) Achievement interface displaying coins earned and providing a description of the selected item.
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Figure 7. (a) Blind person listening to feedback from the system. (b) Blind person interacting with the tangible interface.
Figure 7. (a) Blind person listening to feedback from the system. (b) Blind person interacting with the tangible interface.
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Figure 8. (a) Initial menu of the video game “Street Simulator” with level selection and how to play options (“Seleccionar Nivel”, “Como Jugar”). (b) Initial instruction to know the destination to go to.
Figure 8. (a) Initial menu of the video game “Street Simulator” with level selection and how to play options (“Seleccionar Nivel”, “Como Jugar”). (b) Initial instruction to know the destination to go to.
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Figure 9. (a) Avatar within the virtual environment providing an instruction. (b) Avatar within the environment indicating that it is close to its destination.
Figure 9. (a) Avatar within the virtual environment providing an instruction. (b) Avatar within the environment indicating that it is close to its destination.
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Figure 10. (a) Stars awarded upon arrival at your destination and a motivational message. Good job, activity successfully completed (“Buen Trabajo! Actividad completada con éxito!”). (b) Screen displayed when you fail to reach the destination and you are encouraged to keep trying. Don't give up! victory is near! (“¡Juego terminado! ¡No te rindas la Victoria esta cerca!”).
Figure 10. (a) Stars awarded upon arrival at your destination and a motivational message. Good job, activity successfully completed (“Buen Trabajo! Actividad completada con éxito!”). (b) Screen displayed when you fail to reach the destination and you are encouraged to keep trying. Don't give up! victory is near! (“¡Juego terminado! ¡No te rindas la Victoria esta cerca!”).
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Figure 11. (a) Child with ASD interacting with the application through OCULUS devices. (b) Monitoring of the activity performed in the virtual environment by the development team.
Figure 11. (a) Child with ASD interacting with the application through OCULUS devices. (b) Monitoring of the activity performed in the virtual environment by the development team.
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Figure 12. Indirect benefits of using universal design for learning.
Figure 12. Indirect benefits of using universal design for learning.
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Table
Table 1. Characteristics in common in both case studies.
Table 1. Characteristics in common in both case studies.
Case StudyTUIERChallengesMissionsLevelsRewards
“Learning with Pesos”* ****
“Street Simulator” *** *
* Refers to elements available in the applications.
Table
Table 2. Challenges implemented in the game “Learning with Pesos”.
Table 2. Challenges implemented in the game “Learning with Pesos”.
ChallengesDescription
Identify the 50c coinIdentifies the 50c coin within the play section using the corresponding tangible object
Responds correctly (sum)Correctly answers an addition problem using the corresponding tangible objects
Answers correctly (subtraction)Correctly answers a subtraction problem using the corresponding tangible objects
Uses multiple currenciesUses multiple currencies to answer using the corresponding tangible objects
Table
Table 3. Missions implemented in the “Learning with Pesos” game.
Table 3. Missions implemented in the “Learning with Pesos” game.
MissionsDescription
Identifies all currenciesIdentifies all currencies within the tab section
Achieve three levelsSuccessfully completes three levels within the application
Complete all levelsUser completes all levels within the application
Answer using more than three currenciesUser answers an activity using more than three currencies correctly
Table
Table 4. Results obtained in system usability scale per participant.
Table 4. Results obtained in system usability scale per participant.
ParticipantAgeSUS Score
131 years100
245 years90
344 years85
Media40 years91.7
Table
Table 5. Challenges implemented in the “Street Simulator” game.
Table 5. Challenges implemented in the “Street Simulator” game.
ChallengesDescription
Receive information from a policemanApproach a policeman and receive auditory and textual information
Arrive at the established destinationReach the destination by following the instructions
Reach the giant hamburgerGet closer to the giant hamburger
Reach the destination within the set timeReach the destination in the defined time
Table
Table 6. Missions implemented in the “Street Simulator” game.
Table 6. Missions implemented in the “Street Simulator” game.
MissionsDescription
Meet the copsGet close to all the policemen in the environment
Cross the cornersCorrectly cross all the corners in the virtual environment
Visit specific locationsGet close to the giant hamburger and the hotdog stand
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Ramos Aguiar, L.R.; Álvarez Rodríguez, F.J.; Madero Aguilar, J.R.; Navarro Plascencia, V.; Peña Mendoza, L.M.; Quintero Valdez, J.R.; Vázquez Pech, J.R.; Mendieta Leon, A.; Lazcano Ortiz, L.E. Implementing Gamification for Blind and Autistic People with Tangible Interfaces, Extended Reality, and Universal Design for Learning: Two Case Studies. Appl. Sci. 2023, 13, 3159. https://0-doi-org.brum.beds.ac.uk/10.3390/app13053159

AMA Style

Ramos Aguiar LR, Álvarez Rodríguez FJ, Madero Aguilar JR, Navarro Plascencia V, Peña Mendoza LM, Quintero Valdez JR, Vázquez Pech JR, Mendieta Leon A, Lazcano Ortiz LE. Implementing Gamification for Blind and Autistic People with Tangible Interfaces, Extended Reality, and Universal Design for Learning: Two Case Studies. Applied Sciences. 2023; 13(5):3159. https://0-doi-org.brum.beds.ac.uk/10.3390/app13053159

Chicago/Turabian Style

Ramos Aguiar, Luis Roberto, Francisco Javier Álvarez Rodríguez, Jesús Roldán Madero Aguilar, Valeria Navarro Plascencia, Luisa María Peña Mendoza, José Rodrigo Quintero Valdez, Juan Román Vázquez Pech, Adriana Mendieta Leon, and Luis Eloy Lazcano Ortiz. 2023. "Implementing Gamification for Blind and Autistic People with Tangible Interfaces, Extended Reality, and Universal Design for Learning: Two Case Studies" Applied Sciences 13, no. 5: 3159. https://0-doi-org.brum.beds.ac.uk/10.3390/app13053159

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