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A framework for tailorable games: toward inclusive end-user development of inclusive games

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Abstract

One strategy toward universalizing play is enabling more people to develop their own games. In this paper, our efforts toward a framework for inclusive creation of inclusive games are discussed. The hypothesis is that if end-users used creation tools suitable to their interaction needs and followed a collaborative work model to iteratively improve accessibility features to be inserted into a software architecture able to modify human-computer interaction at use-time, then they would be able to create games satisfying heterogeneous interaction needs of possible players. To verify the hypothesis, the architecture, the collaborative work model, and a game creation platform (Lepi) were designed to support game creation and play activities. Abilities were focused to provide opportunities for contributions based on skills, interests, and knowledge of people. The framework was evaluated over ten meetings spanning four months by people with alcohol and drug addiction from a public healthcare service. With the framework, participants were able to create their own games despite their different interaction needs (including low literacy, no previous contact with computers, emotional disabilities). By following the collaborative work model, they enabled people with different interaction needs than their own to play their games. Hence, with the framework, opportunities were provided to enable people with different interaction needs to contribute, create, and play. Game creation became a jigsaw puzzle, on which each piece (contribution) allowed people to create and play according to their abilities and skills.

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Notes

  1. In this paper, inclusion is a broad term, as defined by the World Wide Web Consortium [185].

  2. This considers the game UI as a whole, ranging, for instance, from the representation of the game world to head-up displays to menu.

  3. For inclusion as a broad term, other aspects could be considered (for instance, socio-cultural references in the content, representativeness of characters and avatars).

  4. Tailoring a metaphor for the activities of tailors’ [53, 121, 122]. They adjust materials for the best fit. This same idea is followed here. Tailorable games are games that provide alternatives for perceiving and command a game with the same rules.

  5. In the future, we aim to expand it, including new audiences first, then moving toward new mechanics, genres, and EUGD strategies over time.

  6. We followed research ethics protocols throughout the entire processes—Certificado de Apresentação de Apreciação Ética from Plataforma Brasil: CAAE: 89477018.5.0000.5504. As we will mention in Sect. 9, although we have a second audience (including people with hearing and cognitive disabilities), we have not performed activities with them in this research.

  7. For instance, as this research was performed in Brazil, literacy and language are accessibility barriers for the population.

  8. Wobbrock et al. [183] and Ladner [92] contextualize, summarize, discuss, and compare these approaches.

  9. For complex games, UA-Games can be unfeasible in practice.

  10. The Microsoft’s Xbox Adaptive Controller (https://news.xbox.com/en-us/2018/05/16/xbox-adaptive-controller/) might help to improve assistive technology support in games.

  11. http://gameaccessibilityguidelines.com/.

  12. https://accessible.games/accessible-player-experiences/.

  13. For instance, AgentSheets and AgentCubes [78, 79, 148]; Alice http://www.alice.org/ [33]; Game Salad https://gamesalad.com/; Game Studio http://3dgamestudio.com/; Game-Editor http://game-editor.com/; GameMaker https://www.yoyogames.com/gamemaker/; Gamestar Mechanic http://gamestarmechanic.com/ [50]; Kodu https://www.kodugamelab.com/ [100] and Project Spark http://www.xbox.com/en-US/games/; Panda 3D http://www.panda3d.org/; Phogram http://phrogram.com/; PyGame http://www.pygame.org/; RPG Maker https://www.rpgmakerweb.com/; Scratch https://scratch.mit.edu [152]; Sploder http://www.sploder.com/; ToonTalk http://toontalk.com/.

  14. Technology: [4, 6, 7, 11, 14, 22, 45, 78,79,80, 87, 89, 93, 117, 131, 133, 144,145,146,147,148, 174, 178].

  15. Aesthetics: [4, 6, 78,79,80, 148, 149, 184, 187].

  16. Story: [26, 37, 106, 107].

  17. Mechanics: [34, 109, 110, 142, 143, 147, 165, 166].

  18. http://supermariomaker.nintendo.com/.

  19. http://littlebigplanet.playstation.com/.

  20. Gaming Literacy (GL): [30, 42, 70, 95, 108, 113, 118].

  21. Development process: [5, 10, 28, 32, 39, 69, 72, 108, 124, 130, 134, 137, 141, 151, 153, 167, 176].

  22. Studies with participation of students: [4, 6, 11, 14, 26, 39, 42, 69, 70, 78,79,80, 84, 87, 89, 95, 108, 110, 113, 117, 118, 133, 134, 142, 145, 146, 153, 165, 176].

  23. Studies involving modders: [5, 133, 137, 141, 167].

  24. The game was implemented by the researchers, not by the participants (end-users).

  25. As they are software, people can always create new pieces to fit gaps.

  26. Point in case, visual programming languages are, by definition, inaccessible to blind users; written programming is inaccessible to illiterate people; spoken programming is inaccessible to mute people...

  27. Once again, this does not mean that every game can become universally accessible. It does mean, however, that every game can become more accessible and usable—inclusive, for short.

  28. In parallel to the framework, we worked with non-programmers in educational and healthcare contexts, exploring games in therapeutic and rehabilitation practices [154, 155]. A related result was a visual language to help end-users design their own therapeutic games [58]. In these studies, it was observed that game creation can contribute to learning and rehabilitation. Moreover, domain experts from these areas (professors and healthcare professional for the last example) may assist others playing games.

  29. As defined in Biology, mutualism defines a relationship in which organisms benefit from the existence of each other.

  30. These architectures are commonly used by the industry and can be defined in software, if the underlying middleware do not provide them.

  31. Hereafter, the term “Game” (with upper case initial letter) will be used to distinguish regular games from our definition presented in this section.

  32. Suffixing components with “able” is a helpful way to name (and think about) components. Once a component is attached to an entity, the latter becomes able to do whatever the component abstracts. For instance, the previous components could be renamed to “Positionable,” “Collidable,” “Kinematic-able.”

  33. Available at https://gitlab.com/francogarcia/GamesRunTimeTailorability.

  34. This does not imply that aesthetics are not important; rather, they are not part of game logic. When aesthetics contribute to game logic, there is a game mechanic involved.

  35. It is important to note that every new accessible version may require significant development efforts (for design, implementation, and evaluation).

  36. Output from the MG is omitted in this discussion, as it is irrelevant if there are no humans. Unless they are part of data processing, a machine is not concerned if the system emits light, makes sounds, vibrates, or smells. For a system, the current state is determined from its internal data. A more functional way of understanding is considering that, every step of the game loop, the previous internal state is an input to the current one.

  37. AI agents provide a useful side effect: as they can provide input, they can be used for playing automation. For motor disabilities, this means that AI agents can automate part of the input, potentially helping players to play the game. Similarly, they can help players with visual and cognitive disabilities to play.

  38. At best, perhaps that, with enough features, individual levels of accessibility (that is, supporting the abilities of whoever was using the game) toward universal access could be approached. At worst, the features would include as many audiences as possible.

  39. They are demonstrations for the architecture, not the most inclusive games as possible. To make them truly inclusive, we would need to improve the non-graphical versions, allow the use of more input devices and assistive technology, and perform accessibility and usability evaluations. These are demonstrations for the flexibility of the architecture, and to show our approach to inclusion with tailorable games. The rule of not changing the MG is broken at Sect. 6.5.1 to describe how the architecture can be further explored for accessibility.

  40. Available at https://gitlab.com/francogarcia/RunTimeTailorability-PingPong.

  41. Available at https://gitlab.com/francogarcia/GamesRunTimeTailorability. Access Invaders was chosen as an example because it is an example of UA-Game.

  42. Including UI elements for Head-Up Displays (HUDs). Alternatives can be defined and introduced arbitrarily.

  43. Actually, this rule can be circumvented for single player games, as mentioned at the end of this section (Sect. 6.5.1).

  44. Developers can define other arities as needed.

  45. In cases that automation is not possible, another approach is enabling cooperative play, on which multiple players share the same entity to help one another to play.

  46. Conversely, players who do not want the assistance will not have it.

  47. It is important to note, however, that the game may not be balanced to all participants. This would require suitable design.

  48. For an example, the reader may refer to https://gitlab.com/francogarcia/RunTimeTailorability-PingPong/tree/interaction_remapping. In this branch, one Interaction Profile monitors the distance between the Player’s 1 paddle and the ball. When it is going to the side of the player, the game slows down; when it approaches the paddle, time is stopped and a different interface is introduced (a button, as proof of concept). The game resumes after the button is pressed. With run-time tailoring, this feature is gone once the profile changes.

  49. For instance, design approaches such as the Mechanics, Dynamics, and Aesthetics (MDA) [74], the Design, Dynamics, Experience (DDE) [181], or the Machinations [2] frameworks.

  50. In other words, mechanics are provided to define the Meta-Game. Creators provide assets and content to convert their Meta-Games into Games.

  51. In the future, approaches including paper prototyping (PixelPress—http://projectpixelpress.com), drawings (Google Quick, Draw!—https://quickdraw.withgoogle.com), natural language (GURI VR—https://gurivr.com/ and WordsEye—http://www.wordseye.com/), and creative input devices (Makey Makey—http://www.makeymakey.com/, virtual reality) could be explored. This could promote multimodal creation involving, for instance, words, speech, drawings, image recognition, movements. Different approaches for different abilities. Provided there is a suitable one for a person, she/he could become able contribute. Creation is about abilities.

  52. Although a single Supervisor was assumed for convenience, there could be multiple ones.

  53. https://godotengine.org/.

  54. At this time, Lepi is an application created with Godot. Ideally, it would extend Godot.

  55. In other words, it serves to verify if tailorable games could be implemented in existing engines instead of only in our own.

  56. Components and events handlers allow us to provide new mechanics as stencils. When Creators attach a component to an entity, it enables the entity to perform the rule (mechanic). This way, developers can pre-define (implement) mechanics, figure interaction alternatives based on content (for instance, media for different audiences), and add them as stencils for game creation. The same reasoning applies to events and event handlers—for immediate feedback. Furthermore, this strategy can be expanded for programming in the future. This way, people could start programming their own components, event handlers, and subsystems to define new mechanics.

  57. This same idea will be expanded for new mechanics. We implement the mechanics (and related commands), consider different ways to convey their information, provide them as templates into Lepi—or a new tool—and create slots that users can fill with alternatives. As one can define what an entity is able to do via components, one can promote game creation by attaching “mechanics” components into entities.

  58. As the content, in the current version, is orthogonal, resulting Games can have any combination of text, audio, and sign language videos to convey content to a Player. This means that any player able to read, hear, or understand sign language in the languages of created games can play them.

  59. Although this is, currently, a task for a Supervisor, it could be achieved programmatically. The system could track alternatives for each asset of the game, identify which are missing alternatives, and inform a Supervisor to request them.

  60. Likewise, although this is the central idea, in practice, it may not be enough. Selected features must be compatible with each other. Following Grammenos et al. [64], a possible approach consists of building a compatibility matrix to map game content alternatives that can be used simultaneously. The matrix helps to avoid the generation of unsuitable or conflicting versions of Games, as well as hinting on how to avoid sensory overloading (for instance, too many sounds at once).

  61. We had two scenarios for the evaluation. The first was a public healthcare service, with people with low literacy. The second was at an inclusive school, where some children had hearing or cognitive disabilities. For the second course, we provided a capacitation course for teachers; however, we have not performed activities with them (and neither students at this time).

  62. We followed research ethics protocols over the evaluation. Certificado de Apresentação de Apreciação Ética from Plataforma Brasil: CAAE: 89477018.5.0000.5504.

  63. More details of the study are provided in [59].

  64. Reference “[49]” in the quote is cited as [154] in the present paper.

  65. Some preferred to use Lepi at the Conversion phase as well, instead of working with other materials.

  66. Sometimes, they also participated as Collaborators; in one case, a user even participated as a “small scale” Supervisor.

  67. This is further detailed in [59].

  68. For instance, with Data-Oriented Design [44].

  69. Interactive may happen as well—for instance, when a participant assist another during a play session.

  70. For instance, with Enhancers improving existing content for usability.

  71. For games in particular, reuse of assets are normally low from project to project.

  72. Readers may refer, for instance, to [90, 162] for discussions on this regard.

  73. The reader may refer to [139, 140].

  74. Although the architecture can help with some of these issues, the discussion falls out of scope of this paper. The general idea is that the implementation strategies would allow developers to keep their traditional processes, while still enabling the community to modify the game for accessibility.

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Acknowledgements

This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior—Brasil (CAPES)—Finance Code 001. We would also like to thank everyone who contributed (directly and/or indirectly) with this research. Without their participation, time, and wiliness to help, the research would not be possible.

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    Franco Eusébio Garcia & Vânia Paula de Almeida Neris

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Garcia, F.E., de Almeida Neris, V.P. A framework for tailorable games: toward inclusive end-user development of inclusive games. Univ Access Inf Soc 21, 193–237 (2022). https://doi.org/10.1007/s10209-020-00779-8

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