ACCESSIBILITY IN DIGITAL EDUCATIONAL GAMES: A SYSTEMATIC REVIEW ON INCLUSION AND UNIVERSAL DESIGN

Abstract

This article critically reanalyzes a systematic review conducted in 2022 on accessibility in digital educational games, whose original corpus covered publications from 2017 to 2021, and adds a critical update of literature published between 2022 and August 2026. The original strategy retrieved 581 records and, after filtering and duplicate consolidation, 19 unique studies were retained for reanalysis. The results show that only four studies (21.1%) had accessibility, disability, or special education as a central focus, even though accessibility was part of the search strategy. Recent literature indicates advances in cognitive accessibility, inclusive redesign, participation of people with disabilities, and developer education, while also confirming persistent barriers, small samples, short-term interventions, and assumptions of an “ideal player” embedded in educational game mechanics. The study concludes that accessibility still often appears as a response to specific audiences rather than as a cross-cutting design principle. Its incorporation from the earliest design stages is therefore advocated, combining Universal Design, user participation, and pedagogical objectives to ensure autonomy and equitable participation.