Accessibility in Mathroom

Conformance framework

WCAG 2.2 is the normative accessibility framework, and accessibility checks are part of the release gate.

Everything on this page is available at no cost, without an account, and without a separate accessible version of the product.

Perceivable

• Text contrast is measured against the actual rendered background, including illustrated and textured frames, not against a flat swatch.
• Text is live HTML wherever practical. Decorative word art carries alternative text only where it conveys meaning.
• Comic pages provide full transcripts and meaningful alternative text.
• Video and cinematic content has an equivalent textual path where meaning depends on it.
• Status changes (reward, error, mastery, purchase, offline mode) are exposed to assistive technology rather than communicated by animation alone.
• Content remains readable at browser zoom and larger text settings without clipping essential controls.

Operable

• Interactive targets meet or exceed the 44 point touch target goal on supported iOS layouts.
• Controls are reachable by keyboard and do not rely solely on hover, swipe, drag, colour, or animation.
• Focus order follows visible order.
• Focus is contained while a modal is open and restored when it closes.
• Radio groups and dialogs use centralised accessibility managers rather than per component handling, so behaviour is consistent across surfaces.
• Fullscreen, close, previous, next, play, pause, mute, submit, help, and settings all have explicit accessible names.
• Gamepad input flows through a shared input router, so a controller never becomes a second conflicting owner of the interface.
• Repeated or continuous motion can be stopped or reduced.

Understandable and robust

• The same role keeps the same name and interaction pattern across both worlds.
• World specific language stays internally consistent: Chapter and Level, Episode and Mission, Charmling and Chomper, star token and slime buck.
• Error messages state what changed and what the learner can do next.
• Native elements and ARIA semantics are preferred over click handlers on generic containers.

Learner facing settings

• Reduced Motion
• Compact Layout
• Larger question text
• Reduced background motion
• The 2D platformer offers remappable keyboard bindings. Its controller mapping is displayed in Play Settings; controller prompt artwork is not button remapping.
• The 2D platformer offers longer warning windows and recovery grace through its Gentle preset and individual assistance settings.
• The 2D platformer has separate music, effects and voice volumes, saved between sessions.
• Music can be set to Off, Study, or Radio: silence is a first class option
• Tutorial voices have independent controls, including replay
• Optional read aloud of questions using the device's own speech synthesis
• Full support for touch, mouse, keyboard, and game controller
• The 2D platformer has a safe five task controls practice (move, land on a ledge, drop, cast, switch) that pauses the game, changes nothing, affects no records, and can be repeated freely

Working tools, free from the first question

• A calculator with its own keypad, usable by keyboard
• A writing surface with lined, grid, and graph paper; drawing or typing; ink colours; erase; undo and redo; zoom, pan, and full screen

Neither is earned, unlocked, or purchased. Both are available from the first question, and a learner can express reasoning by drawing or by typing, whichever suits them.

Design choices that function as accessibility

Some of the most consequential accessibility decisions in Mathroom are not in a settings menu.

• Nothing is timed in ordinary practice. A learner can take as long as they need.
• Wrong math answers offer another try. They do not remove earned currency or collectibles. Action games include health, hazards and level retries.
• Help is unlimited and never penalised. Opening the worked steps makes that round practice only rather than assessed. A learner is never choosing between understanding something and protecting a number.
• Answer choices hold their position while a question is on screen, so a learner is deciding which answer is right rather than tracking a moving target.
• No accounts. No email address, no password, nothing to sign up for. Removing this step reduces a barrier for younger learners and anyone with literacy or working memory difficulties.
• Choose a comfortable pace. Ordinary practice and sports questions are untimed. Optional Training rounds and action games use timers or moving hazards; these are separate from the main practice questions.

How this is verified

Accessibility checks run as part of the release gate. For any change to a major surface:

• Automated semantic checks
• A keyboard only path through every changed control
• Visible focus and focus restoration confirmed
• Minimum touch target measurement
• Text contrast measured against the final artwork, not a placeholder
• Zoom and larger text verification
• Reduced motion verification
• Confirmation that no information is conveyed by colour or sound alone

What is not claimed here

Being specific about the limits is part of being credible about the rest.

• This page describes a conformance framework and the checks applied against it. It is not a formal VPAT or an Accessibility Conformance Report, and no third party audit is claimed.
• If your district requires a formal conformance document, contact hello@mathroom.fun and tell us which format you need. We would rather produce the document you actually need than publish an approximation of it.

Reporting an accessibility problem

If something here does not work for a learner you support, email hello@mathroom.fun. Include the device, operating system, browser, and any assistive technology involved if you can.

Accessibility issues are treated as defects, not as feature requests.

https://mathroom.fun/accessibility