AP Learning

In the previous article, I discussed the tragedy where the “fun” of gamification overshadows learning objectives.

So, does that mean “as long as gamification is fun, it’s fine”?

Hold on. Is it fun for EVERYONE?

In this article, let’s explore another deep pitfall: the clash between “engagement” and “accessibility.”

The Trial Called “Intuitive Operation”

An instructional designer’s enthusiasm—“I want participants to be actively engaged!”—can sometimes end up physically cornering learners.

For example, when you think of “participants,” you probably imagine “people who can handle everyday tasks without issue.”

Pause here and consider: Are truly “all” participants, past and future, like that?

1. The Pitfalls of “Drag & Drop”

For example, suppose you introduce a “drag & drop” quiz where learners rearrange on-screen elements to deepen their understanding of the material.

You likely chose drag & drop thinking, “Moving things yourself creates more immersion than just clicking options!” or “Visual interaction keeps things interesting.”

Sounds great. As an instructional designer, you’re clearly aiming to boost learner motivation.

Now, let me ask a question: What happens if you have learners in situations like these?

• Mouse Rebellion: A learner using a worn-out company mouse that barely clicks, forcing it to work with sheer willpower.
• Shaky Environment: A learner struggling with unstable internet while operating their smartphone on a moving train.
• Dominant Hand Curse: A learner desperately moving the pointer with their non-dominant hand due to an injury.

This drag-and-drop “immersive quiz” would end up torturing them. The moment their finger slips just before the goal, sending the correct answer back to its original spot, the learner might just throw the mouse on the floor and stomp on it 😵. If this happens before lunch when they’re hungry, it would get even worse 😱.

At that point, learning is the last thing on their mind.

What should we do? : If you use “drag and drop,” always provide alternative ways to interact, such as options selectable with a single click. True “intuitive design” means providing multiple paths to reach the same goal, regardless of the user’s environment or device.

2. What the “Time Limit” Takes Away

Ok then, let’s create a system where points are awarded based on response speed to “boost the rankings!” Participants would feel that heart-pounding rush of “I have to answer quickly!” and engagement should skyrocket… right?

Participants working hard with that thrilling, heart-pounding intensity… sounds great.

But here’s another question.

What about learners who prefer to carefully read and analyze text? Those who take a bit longer to process visual information? Or simply those who aren’t comfortable with keyboard input?

The timer’s countdown would become not “encouragement,” but pure “pressure” that corners the learner.

In their rush, they skim over the content, focusing only on finishing the task. The result? They retain nothing.

This is no longer about learning at all.

What should we do? : Instead of forcing everyone to race against the clock, consider giving them a choice between a “Think Carefully Mode” and a “Time Attack Mode.” You can also design your scoring to prioritize accuracy over speed—assigning higher points for deep thinking rather than just fast clicking.

Accessibility is not a limitation

You might think, as an instructional designer, “Accessibility limits what I can do to create engagement.”

But what is true “engagement”? It’s not a “privileged experience” only accessible to those with specific environments or physical abilities. Rather, it’s a state where learners in any situation can focus on the content without stress.

The moment you frustrate someone with the controls, that material loses its purpose for engagement. Its contribution to achieving learning goals becomes not just zero, but negative.

Summary: Embedding the Designer’s “Kindness” into the System

I wholeheartedly agree with pursuing “enjoyable interactions” through gamification. When learning is fun, that would help participants stick with it. However, simply adding a dash of imagination—like asking, “I can do this interaction now, but could someone who can’t use a mouse manage it too?”—makes the material significantly more accessible.

Accessibility isn’t a “special rule” to help someone; it’s a “guardrail” to safely guide all learners to their learning goals. And by skillfully incorporating these guardrails, gamification contributes to achieving those learning objectives.

Let’s aim for designs that widen the gateway to “Fun!” and ensure no one gets left behind 🙂

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