Accessibility for educational resources
This data aims to raise awareness of any professional who develops educational applications, that apply accessibility standards to generate inclusive and accessible applications. For within the group of possible users there may be participants with some type of visual disability, such as users with low vision and elderly people. On the other hand, we must emphasize that developing an accessible application does not have to go against an attractive graphical interface, that is, an accessible application does not necessarily have to be “unsightly.” It is convenient to remember that not all visual disabilities are the same, and computer management skills also depend on the age of the user, so in the article, these two variables will always be considered. Nowadays, it is necessary to consider the different levels of education, especially for elderly patients and those with disabilities. Therefore, the educational resources of the Tele-habilitation platform must provide instantaneous and ubiquitous access to all types of services and content, including documents and digital resources. The digital educational resources have become a valuable alternative to support the teaching and learning processes, taking advantage of the possibility of presenting the contents through different multimedia formats. Therefore, it is necessary that educational resources for learning apply accessibility features that allow the interaction of users regardless of their conditions and preferences. This document presents a proposal for the evaluation of the accessibility of multimedia educational resources, where it is suggested to apply the WCAG 2.1 in addition to a series of phases to automatically and manually assess the level of accessibility of the educational resources used in the platform of telerehabilitation.
Steps to reproduce
Phase 1: Selection the resource, in this phase, the educational resource to be evaluated is selected, for this study, the video located on the telerehabilitation platform was selected. Phase 2: identify the type of user, in this phase, the type of users is defined, in our case, we will focus on the elderly who have age-related disabilities. Phase 3: identify the objective and the user's scenario, in this phase it is determined what the patient wants to learn in the telerehabilitation platform so that the educational resource adequately explains the process so that the patient learns and reinforces their learning. Phase 4: explore and become familiar with the resource, in this phase we review the resource format for our case study, review the format, size, and duration of the video. This information is relevant to review with the photosensitive epilepsy analysis tool (PEAT) of the University of Wisconsin Follow-up Center; The video is required to be in Audio Video Interleave (AVI) format. Phase 5: list the barriers according to the type of user, in this phase the possible barriers that the user can find in the resource are established, such as compatibility with the keyboard, colors with good contrast, design and clear design, text voice, large links, buttons and controls, video descriptions, customizable text, voice recognition, understandable content, notifications and comments, selection of different types of languages. Phase 6: Evaluate each barrier according to WCAG 2.1, in this phase the criteria of success are evaluated manually according to WCAG 2.1. With regard to the principle of perceptible. Phase 7: Record the data with serious problems, in this phase the results are recorded in a spreadsheet, in this case, Microsoft Excel was used. Phase 8: Analyze the results. In this phase we use statistical graphs from Microsoft Excel, the dispersion chart was applied with the trend line to analyze the value of R between the success criteria and compliance with WCAG 2.1. Phase 9: Recommendation. In this phase, some recommendations are suggested so that the video resource is accessible and inclusive, according to WCAG 2.1.