Villalba Karen, Robles Heydy, Jimeno Miguel, Delgado-Cañas Martha Cecilia, Perez Adriana, Quintero Francisco
Foreign Languages Department, Universidad del Norte, Barranquilla, Atlantico, Colombia.
Computer Science Department, Universidad del Norte, Barranquilla, Atlantico, Colombia.
PeerJ Comput Sci. 2025 Apr 23;11:e2631. doi: 10.7717/peerj-cs.2631. eCollection 2025.
This study investigates how the Eyeland app, an accessible task-based serious game for English as a foreign language (EFL), can remediate traditional lessons for both visually impaired students (VISs) and sighted students (those without visual impairments) in a public high school in Colombia. Using an activity theory framework and its derived model, the Activity Theory-Based Model of Serious Games (ATMSG), the study explores the characteristics of traditional EFL lessons designed for these students, the adjustments made while integrating the Eyeland app, and the resulting changes in student experiences. The research employed action research cycles involving teachers in reflective processes that included planning, observing, acting, and re-planning to adapt and integrate Eyeland into the classroom. Qualitative research methods-field observations, focus groups, usability surveys, teacher interviews, and document analysis-were used to collect data and analyze how Eyeland was implemented and its effects on teaching and learning. Findings indicate that Eyeland effectively remediated traditional lessons by offering accessible, interactive features such as auditory, tactile, and visual support. These enhancements improved engagement for both sighted and visually impaired students. Traditional EFL lessons, which relied heavily on visual materials and teacher-centered methods, were transformed into more interactive, task-based activities that encouraged greater collaboration and student autonomy. Adjustments included redesigning lesson plans and rearranging classroom layouts to foster inclusion. Both sighted and visually impaired students reported positive experiences, particularly valuing the increased autonomy and engagement provided by Eyeland's interactive tasks. The study highlights significant changes made to the lessons, with visually impaired students reporting predominantly positive experiences, though some teachers were reluctant to engage with the app. Eyeland contributed to the creation of inclusive classrooms by shifting from a teacher-centered approach to a student-centered learning environment that promoted better language learning outcomes. ATMSG was instrumental in analyzing how Eyeland fostered inclusive learning practices and provided valuable insights into re-mediation strategies, pedagogical planning, and the development of accessible content for EFL learners.
本研究探讨了Eyeland应用程序，一款针对英语作为外语（EFL）学习者的无障碍任务型严肃游戏，如何改进哥伦比亚一所公立高中视障学生（VISs）和视力正常学生（无视力障碍者）的传统课程。本研究运用活动理论框架及其衍生模型——基于活动理论的严肃游戏模型（ATMSG），探究为这些学生设计的传统EFL课程的特点、在整合Eyeland应用程序时所做的调整，以及学生体验由此产生的变化。该研究采用行动研究循环，让教师参与反思过程，包括规划、观察、行动和重新规划，以将Eyeland应用程序融入课堂并进行调整。采用定性研究方法——实地观察、焦点小组、可用性调查、教师访谈和文档分析——来收集数据，并分析Eyeland应用程序的实施方式及其对教学的影响。研究结果表明，Eyeland通过提供听觉、触觉和视觉支持等无障碍、交互式功能，有效地改进了传统课程。这些改进提高了视力正常和视障学生的参与度。严重依赖视觉材料和以教师为中心方法的传统EFL课程，转变为更具互动性、基于任务的活动，鼓励更多的合作和学生自主。调整包括重新设计教案和重新布置教室布局以促进融合。视力正常和视障学生都报告了积极的体验，尤其重视Eyeland交互式任务带来的更多自主性和参与度。该研究突出了课程所发生的重大变化，视障学生主要报告了积极的体验，尽管一些教师不愿使用该应用程序。Eyeland通过从以教师为中心的方法转向以学生为中心的学习环境，促进了更好的语言学习成果，有助于创建包容性课堂。ATMSG有助于分析Eyeland如何促进包容性学习实践，并为补救策略、教学规划以及为EFL学习者开发无障碍内容提供了宝贵的见解。
