Toward designing mobile games for visually challenged children

This study attempts to design a mobile learning game for visually challenged children to improve their spatial ability and executive function. Two audible mobile games were designed and tested: (1) Cardinal Direction (CD) and (2) modified Tower of London (TOL). Qualitative (i.e. observational notes and interviews) and quantitative data (i.e. game scores, time logs, and survey data) were collected and analyzed. Results yielded a high level of enjoyment among participants. Findings on collaboration, usability, accessibility, audible feedback, and student success in winning points in the games are discussed in order to provide insights into designing a more comprehensible mobile learning game, with higher collaboration features, for visually challenged users in future.