Developing accessibility metrics for virtual learning environments (VLEs) to enhance data quality for users with Asperger syndrome

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.