Developing Accessibility Metrics for Virtual Learning Environments (VLEs) to Enhance Data Quality for Users with Asperger Syndrome

Erika R.-G.; Carlos H.C. · RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao (2024)

Resumen

This study focuses on developing accessibility metrics for Virtual Learning Environments (VLEs) based on the ISO/IEC 25012 and 25024 standards, aiming to enhance data quality for users with Asperger syndrome. The study is structured into three main phases: identifying essential requirements for the metrics, associating specific indicators to evaluate accessibility in a VLE, and formulating 11 accessibility metrics classified into “Inherent” and “System-Dependent” aspects. This methodological proposal not only contributes to optimizing accessibility in digital education for people with Asperger syndrome but also establishes a valuable precedent for the future evaluation and validation of these metrics in other VLEs, representing a significant step toward more inclusive and equitable education.

Instituciones: Pontificia Universidad Católica del Perú