Empowering through play: A study on inclusive learning and creative models

Abstract

This study assesses the impact of a newly developed Service-Learning Educational Program at Saint Francis University. The program brings together university students and visually impaired individuals through innovative workshops, training sessions, and accessible product design initiatives. It moves away from conventional service models to enhance active participation and empowerment among its participants, aiming to advocate for inclusive learning and creative models through the development of accessible board games. The study involved 36 first-year bachelor’s degree students in their early twenties from diverse fields including Digital Entertainment Technology, Hotel and Tourism Management, Nursing, Physiotherapy, Psychology and Social Work. These students were selected from a pool of 200 applicants and were evenly distributed in terms of gender. They were paired with 12 active social service users with varying degrees of visual impairment, recruited from local NGOs. Methodologically, the research utilized a mixed-methods approach. Firstly, this paper presents primary findings from detailed participant observations, highlighting the collaborative dynamic and the impact on the participants. Secondly, the effectiveness of the Service-Learning Educational Program is evaluated. Through in-depth individual and focus group interviews, program participants are invited to share and reflect on their experiences and the process of designing the board games. Furthermore, the program’s impact was quantitatively measured using pre- and post-intervention surveys that tracked changes in students’ attitudes towards the social minorities and understanding of social inclusion. Overall, this paper presents a comprehensive analysis of an innovative educational initiative, contributing valuable insights into the fields of social innovation and inclusion.