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.
Título traducido de la contribución | Developing Accessibility Metrics for Virtual Learning Environments (VLEs) to Enhance Data Quality for Users with Asperger Syndrome |
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Idioma original | Español |
Páginas (desde-hasta) | 381-398 |
Número de páginas | 18 |
Publicación | RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao |
Volumen | 2024 |
N.º | E70 |
Estado | Publicada - 2024 |
Palabras clave
- Accessibility metrics
- Asperger syndrome
- data quality assessment
- ISO/IEC 25012
- ISO/IEC 25024