Accessible Design of Serious Games for People with Intellectual Disabilities in Inclusive Vocational Education

This study examines whether a hygiene-focused serious game can support inclusive vocational education in kitchen professions, bringing together trainee cooks, kitchen assistants, and people with intellectual disabilities, many of them from sheltered workshops, in shared learning. Its central argument is that inclusive vocational training in Germany remains limited, and that serious games, though promising for learners with intellectual disabilities, are rarely designed with them or with mixed groups in mind. The prototype, a point-and-click adventure built through user-centered design with teachers and target groups, was developed around simple interfaces, gradual difficulty adjustment, customization, and feedback, and offered two difficulty levels.

The evaluation involved 22 participants, including 15 cooks, 4 kitchen assistants, and 3 sheltered-workshop employees. Participants averaged 20.5 of 22 points on a post-play quiz, with no significant differences between groups, and performed well on knowledge retention. The easier version, with more feedback and higher error tolerance, was preferred by 57% of participants. A subsequent pilot study reinforced these quiz outcomes, with performance again showing no significant group differences, and most participants reporting enjoyment and rating digital tools as motivating and helpful for learning, with 14 of 20 respondents giving positive feedback in the open responses.

The findings also reveal important limitations. Observation and video analysis identified usability and accessibility barriers, such as text-heavy introductions, difficulties with scrolling and clicking, and the need for personal support during play. Participants reported greater motivation, easier learning through practical application, and more enjoyment in class. The authors conclude that the field lacks precise design guidelines for people with intellectual disabilities, and that serious games cannot deliver inclusion on their own. Their effectiveness depends on curriculum integration, supportive framework conditions, freely accessible and customizable materials, and digital competence training for both learners and teachers.