Acessibilidade sob Desenho Universal para Ambientes Virtuais de Aprendizagem: um Mapeamento de Critérios e Desafios
Resumo
O acesso à educação é um direito negligenciado das pessoas com deficiência, embora garantido por lei. A construção de ambientes virtuais de aprendizagem (AVAs) inclusivos necessita considerar a autonomia de todas as pessoas na utilização da ferramenta. Este trabalho busca identificar, por meio de um mapeamento sistemático, critérios de acessibilidade para AVAs. São discutidos os critérios para a construção de interfaces acessíveis, que atendam às demandas de um desenho universal. A personalização é apontada como uma estratégia para conciliação de critérios para diferentes deficiências. São apresentados problemas e desafios para a implementação de um AVA com desenho universal.
Palavras-chave:
critérios de acessibilidade, ambientes virtuais de aprendizagem, ambiente educacional acessível
Referências
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Bottoni, P., Borgia, F., Buccarella, D., Capuano, D., De Marsico, M., and Labella, A. (2013). Stories and signs in an e-learning environment for deaf people. Universal Access in the Information Society, 12(4):369–386.
Brasil, C. (2015). Lei brasileira de inclusão da pessoa com deficiência. Estatuto da Pessoa com Deficiência de, (13.146).
Brischetto, A. and Tosi, F. (2016). Improving learning technologies and social inclusion through human centred design and universal design approaches: novel designing scenarios. In Advances in Design for Inclusion, pages 39–50. Springer.
Brooks, C., Kizilcec, R. F., and Dowell, N. (2020). Designing inclusive learning environments. In Proceedings of the Seventh ACM Conference on Learning @ Scale, L@S ’20, page 225–228, New York, NY, USA. Association for Computing Machinery.
Canal, M., García, L. S., and Pereira, R. (2017). Sistema computacional de apoio à preparação para o enem: uma investigação da acessibilidade para surdos. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 28, page 1037.
Canal, M. and Sanchez, L. (2015). Recomendações de acessibilidade para surdos dos tipos de questões usadas na avaliação baseada em computador em ambientes virtuais de aprendizagem. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 26, page 812.
CAST (2013). UDL Book Builder. Massachusetts Department of Elementary Secondary Education, NEC Foundation of America. The John W. Alden Trust, and the Pinkerton Foundation. Disponível em: <http://bookbuilder.cast.org/>. Acessado em julho de 2022.
Cedillo, P., Bermeo, A., Beltran, P., Rodriguez-Ch, P., and Serrano, F. (2018). A method for building massive open online courses for elderly people moocep: From the user perceptions. In 2018 IEEE Frontiers in Education Conference (FIE), pages 1–7.
Corrêa, A. G. D., de Oliveira, P. A., Costa, L., Damon, D. L., and de Deus Lopes, R. (2015). Sistema de avaliação didática acessível portátil para pessoas com deficiência visual: estudo de caso com a plataforma android. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 26, page 782.
Courtad, C. A. (2019). Making your classroom smart: Universal design for learning and technology. In Smart education and e-learning 2019, pages 501–510. Springer.
Crisol-Moya, E., Herrera-Nieves, L., and Montes-Soldado, R. (2020). Virtual education for all: Systematic review. Education in the Knowledge Society, 21.
Dahm, J. J. and Reese, J. G. (2021). Sharing electronically and accessibly in library-led instruction. Journal of the Medical Library Association: JMLA, 109(4):690.
D’Agostino, A. T. (2021). Accessible teaching and learning in the undergraduate chemistry course and laboratory for blind and low-vision students. Journal of Chemical Education, 99(1):140–147.
Frattari, A., Dalpra, M., and Bernardi, F. (2013). Educating in the design and construction of built environments accessible to disabled people: the leonardo da vinci award project. International Journal of Technology and Design Education, 23(2):257–271.
Freire, A. P., Russo, C. M., and Fortes, R. P. (2008). A survey on the accessibility awareness of people involved in web development projects in brazil. In Proceedings of the 2008 international cross-disciplinary conference on Web accessibility (W4A), pages 87–96.
Ghelardi, A., Otsuka, J. L., and Kawakami, C. (2012). Acessibilidade na educação a distância: desenvolvimento de um player de mídia acessível utilizando html5 e wai-aria e sua integração com o moodle. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 23.
Gkatzidou, V., Pearson, E., Green, S., and Perrin, F.-O. (2011). Widgets to support disabled learners: A challenge to participatory inclusive design. In Proceedings of the 23rd Australian Computer-Human Interaction Conference, OzCHI ’11, page 130–139, New York, NY, USA. Association for Computing Machinery.
Granic, A. and Adams, R. (2011). User sensitive research in e-learning: exploring the role of individual user characteristics. Universal Access in the Information Society, 10(3, SI):307–318.
Gregg, N., Chang, Y., and Todd, R. (2012). Social media, avatars, and virtual worlds: re-imagine an inclusive learning environment for adolescents and adults with literacy barriers. Procedia Computer Science, 14:336–342.
Habib, L., Berget, G., Sandnes, F. E., Sanderson, N., Kahn, P., Fagernes, S., and Olcay, A. (2012). Dyslexic students in higher education and virtual learning environments: an exploratory study. Journal of Computer Assisted Learning, 28(6):574–584.
Iglesias, A., Moreno, L., Martínez, P., and Calvo, R. (2014). Evaluating the accessibility of three open-source learning content management systems: A comparative study. Computer Applications in Engineering Education, 22(2):320–328.
Kaimara, P., Deliyannis, I., Oikonomou, A., and Fokides, E. (2021). Waking up in the morning (wuim): A smart learning environment for students with learning difficulties. Technologies, 9(3).
Kent, M., Ellis, K., and Giles, M. (2018). Students with disabilities and elearning in australia: Experiences of accessibility and disclosure at curtin university. TechTrends, 62(6):654–663.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004):1–26.
Lee, J. W., Gim, G. H., Shon, J. G., and Park, J. (2015). Universal design of a cursor for the learners with visual impairment. In 2015 2nd International Conference on Information Science and Security (ICISS), pages 1–3.
Luangrungruang, T. and Kokaew, U. (2018). Applying universal design for learning in augmented reality education guidance for hearing impaired student. In 2018 5th International Conference on Advanced Informatics: Concept Theory and Applications (ICAICTA), pages 250–255.
Luís, C., Rocha, Á., and Marcelino, M. J. (2017a). Acessibilidade em ambientes virtuais de aprendizagem. Revista Ibérica de Sistemas e Tecnologias de Informação, (25):54– 65.
Luís, C., Rocha, Á., and Marcelino, M. J. (2017b). Acessibilidade em ambientes virtuais de aprendizagem: accessibility in virtual learning environments. RISTI-Revista Ibérica de Sistemas e Tecnologias de Informação, (25):54–65.
Park, K., Kim, H. J., and So, H.-J. (2016). Are massive open online courses (moocs) really open to everyone?: A study of accessibility evaluation from the perspective of universal design for learning. In Proceedings of HCI Korea, HCIK ’16, page 29–36, Seoul, KOR. Hanbit Media, Inc.
Patrascoiu, L. A., Folostina, R., Patzelt, D., Blaj, M. P., and Poptean, B. (2022). E-tools for personalizing learning during the pandemic: Case study of an innovative solution for remote teaching. Frontiers in Psychology, 13.
Poobrasert, O. and Wongteeratana, A. (2011). Usability in designing assistive technology for children with learning disabilities. In Proceedings of the 5th International Conference on Rehabilitation Engineering Assistive Technology, i-CREATe ’11, Midview City, SGP. Singapore Therapeutic, Assistive Rehabilitative Technologies (START) Centre.
Ravanelli, F. and Serina, I. (2014). Didactic and pedagogical view of e-learning activities free university of bozen-bolzano. Procedia-Social and Behavioral Sciences, 116:1774– 1784.
Rodriguez-Ascaso, A., Boticario, J. G., Finat, C., Campo, E. d., Saneiro, M., Alcocer, E., Gutiérrez y Restrepo, E., and Mazzone, E. (2011). Inclusive scenarios to evaluate an open and standards-based framework that supports accessibility and personalisation at higher education. In International Conference on Universal Access in Human-Computer Interaction, pages 612–621. Springer.
Rui Xia Ang, J., Liu, P., McDonnell, E., and Coppola, S. (2022). “In this online environment, we’re limited”: Exploring inclusive video conferencing design for signers. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems, CHI ’22, New York, NY, USA. Association for Computing Machinery.
Sánchez, J., Darin, T., and Andrade, R. (2015). Multimodal videogames for the cognition of people who are blind: trends and issues. In International Conference on Universal Access in Human-Computer Interaction, pages 535–546. Springer.
Santarosa, L. M. C., Conforto, D., and Machado, R. P. (2012). Whiteboard: Synchronism, colaboration and accessibility on web 2.0. In 2012 International Symposium on Computers in Education (SIIE), pages 1–6.
Santos, C. E. R. d. and Fernandes, S. H. A. A. (2022). Distance inclusive research scenarios: a discussion on financial education. Revista Edapeci-Educacao a Distancia e Praticas Educativas Comunicacionais E Interculturais, 22(1):24–40.
Saplacan, D., Herstad, J., Mørch, A., Kluge, A., and Pajalic, Z. (2018). Inclusion through design and use of digital learning environments: Issues, methods and stories. In Proceedings of the 10th Nordic Conference on Human-Computer Interaction, NordiCHI ’18, page 956–959, New York, NY, USA. Association for Computing Machinery.
Sarkar, A., Wade, J., and Warren, Z. (2015). Understanding and improving collaborative skills among individuals with asd in a distributed virtual environment. In International Conference on Universal Access in Human-Computer Interaction, pages 669–680. Springer.
Seidel, N. (2015). Making web video accessible: interaction design patterns for assistive video learning environments. In Proceedings of the 20th European Conference on Pattern Languages of Programs, pages 1–16.
Shaban, A. and Pearson, E. (2019). A learning design framework to support children with learning disabilities incorporating gamification techniques. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, CHI EA ’19, page 1–6, New York, NY, USA. Association for Computing Machinery.
Silva, T. C. d., Neves, E. S., Ogawa, A., Kemczinski, A., Gasparini, I., and Matos, A. V. (2015). Avaliação de acessibilidade visual de um repositório de objetos de aprendizagem. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 4, page 854.
Tsiopela, D. and Jimoyiannis, A. (2017). Pre-vocational skills laboratory: designing interventions to improve employment skills for students with autism spectrum disorders. Universal Access in the Information Society, 16(3):609–627.
Viera-Santana, J. G., Rodríguez-Esparragón, D., Hernández-Haddad, J. C., and Castillo-Ortiz, J. (2015). Methodological proposal for elaboration of learning materials in sing language in university teaching.
Yildiz, G., Sahin, F., Dogan, E., and Okur, M. R. (2022). Influential factors on e-learning adoption of university students with disability: Effects of type of disability. British Journal of Educational Technology.
Zydney, J., Hord, C., and Koenig, K. (2020). Helping students with learning disabilities through video-based, universally designed assessment. ELearn, 2020(5).
Assembly, U. G. (1948). Universal declaration of human rights. UN General Assembly, 302(2).
Belarmino, G., Beda, J., Ferreira, P., and Goya, D. (2021). Critérios de acessibilidade para jogos educacionais digitais que visam o desenho universal. In Anais do XXXII Simpósio Brasileiro de Informática na Educação, pages 667–678, Porto Alegre, RS, Brasil. SBC.
Bottoni, P., Borgia, F., Buccarella, D., Capuano, D., De Marsico, M., and Labella, A. (2013). Stories and signs in an e-learning environment for deaf people. Universal Access in the Information Society, 12(4):369–386.
Brasil, C. (2015). Lei brasileira de inclusão da pessoa com deficiência. Estatuto da Pessoa com Deficiência de, (13.146).
Brischetto, A. and Tosi, F. (2016). Improving learning technologies and social inclusion through human centred design and universal design approaches: novel designing scenarios. In Advances in Design for Inclusion, pages 39–50. Springer.
Brooks, C., Kizilcec, R. F., and Dowell, N. (2020). Designing inclusive learning environments. In Proceedings of the Seventh ACM Conference on Learning @ Scale, L@S ’20, page 225–228, New York, NY, USA. Association for Computing Machinery.
Canal, M., García, L. S., and Pereira, R. (2017). Sistema computacional de apoio à preparação para o enem: uma investigação da acessibilidade para surdos. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 28, page 1037.
Canal, M. and Sanchez, L. (2015). Recomendações de acessibilidade para surdos dos tipos de questões usadas na avaliação baseada em computador em ambientes virtuais de aprendizagem. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 26, page 812.
CAST (2013). UDL Book Builder. Massachusetts Department of Elementary Secondary Education, NEC Foundation of America. The John W. Alden Trust, and the Pinkerton Foundation. Disponível em: <http://bookbuilder.cast.org/>. Acessado em julho de 2022.
Cedillo, P., Bermeo, A., Beltran, P., Rodriguez-Ch, P., and Serrano, F. (2018). A method for building massive open online courses for elderly people moocep: From the user perceptions. In 2018 IEEE Frontiers in Education Conference (FIE), pages 1–7.
Corrêa, A. G. D., de Oliveira, P. A., Costa, L., Damon, D. L., and de Deus Lopes, R. (2015). Sistema de avaliação didática acessível portátil para pessoas com deficiência visual: estudo de caso com a plataforma android. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 26, page 782.
Courtad, C. A. (2019). Making your classroom smart: Universal design for learning and technology. In Smart education and e-learning 2019, pages 501–510. Springer.
Crisol-Moya, E., Herrera-Nieves, L., and Montes-Soldado, R. (2020). Virtual education for all: Systematic review. Education in the Knowledge Society, 21.
Dahm, J. J. and Reese, J. G. (2021). Sharing electronically and accessibly in library-led instruction. Journal of the Medical Library Association: JMLA, 109(4):690.
D’Agostino, A. T. (2021). Accessible teaching and learning in the undergraduate chemistry course and laboratory for blind and low-vision students. Journal of Chemical Education, 99(1):140–147.
Frattari, A., Dalpra, M., and Bernardi, F. (2013). Educating in the design and construction of built environments accessible to disabled people: the leonardo da vinci award project. International Journal of Technology and Design Education, 23(2):257–271.
Freire, A. P., Russo, C. M., and Fortes, R. P. (2008). A survey on the accessibility awareness of people involved in web development projects in brazil. In Proceedings of the 2008 international cross-disciplinary conference on Web accessibility (W4A), pages 87–96.
Ghelardi, A., Otsuka, J. L., and Kawakami, C. (2012). Acessibilidade na educação a distância: desenvolvimento de um player de mídia acessível utilizando html5 e wai-aria e sua integração com o moodle. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 23.
Gkatzidou, V., Pearson, E., Green, S., and Perrin, F.-O. (2011). Widgets to support disabled learners: A challenge to participatory inclusive design. In Proceedings of the 23rd Australian Computer-Human Interaction Conference, OzCHI ’11, page 130–139, New York, NY, USA. Association for Computing Machinery.
Granic, A. and Adams, R. (2011). User sensitive research in e-learning: exploring the role of individual user characteristics. Universal Access in the Information Society, 10(3, SI):307–318.
Gregg, N., Chang, Y., and Todd, R. (2012). Social media, avatars, and virtual worlds: re-imagine an inclusive learning environment for adolescents and adults with literacy barriers. Procedia Computer Science, 14:336–342.
Habib, L., Berget, G., Sandnes, F. E., Sanderson, N., Kahn, P., Fagernes, S., and Olcay, A. (2012). Dyslexic students in higher education and virtual learning environments: an exploratory study. Journal of Computer Assisted Learning, 28(6):574–584.
Iglesias, A., Moreno, L., Martínez, P., and Calvo, R. (2014). Evaluating the accessibility of three open-source learning content management systems: A comparative study. Computer Applications in Engineering Education, 22(2):320–328.
Kaimara, P., Deliyannis, I., Oikonomou, A., and Fokides, E. (2021). Waking up in the morning (wuim): A smart learning environment for students with learning difficulties. Technologies, 9(3).
Kent, M., Ellis, K., and Giles, M. (2018). Students with disabilities and elearning in australia: Experiences of accessibility and disclosure at curtin university. TechTrends, 62(6):654–663.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004):1–26.
Lee, J. W., Gim, G. H., Shon, J. G., and Park, J. (2015). Universal design of a cursor for the learners with visual impairment. In 2015 2nd International Conference on Information Science and Security (ICISS), pages 1–3.
Luangrungruang, T. and Kokaew, U. (2018). Applying universal design for learning in augmented reality education guidance for hearing impaired student. In 2018 5th International Conference on Advanced Informatics: Concept Theory and Applications (ICAICTA), pages 250–255.
Luís, C., Rocha, Á., and Marcelino, M. J. (2017a). Acessibilidade em ambientes virtuais de aprendizagem. Revista Ibérica de Sistemas e Tecnologias de Informação, (25):54– 65.
Luís, C., Rocha, Á., and Marcelino, M. J. (2017b). Acessibilidade em ambientes virtuais de aprendizagem: accessibility in virtual learning environments. RISTI-Revista Ibérica de Sistemas e Tecnologias de Informação, (25):54–65.
Park, K., Kim, H. J., and So, H.-J. (2016). Are massive open online courses (moocs) really open to everyone?: A study of accessibility evaluation from the perspective of universal design for learning. In Proceedings of HCI Korea, HCIK ’16, page 29–36, Seoul, KOR. Hanbit Media, Inc.
Patrascoiu, L. A., Folostina, R., Patzelt, D., Blaj, M. P., and Poptean, B. (2022). E-tools for personalizing learning during the pandemic: Case study of an innovative solution for remote teaching. Frontiers in Psychology, 13.
Poobrasert, O. and Wongteeratana, A. (2011). Usability in designing assistive technology for children with learning disabilities. In Proceedings of the 5th International Conference on Rehabilitation Engineering Assistive Technology, i-CREATe ’11, Midview City, SGP. Singapore Therapeutic, Assistive Rehabilitative Technologies (START) Centre.
Ravanelli, F. and Serina, I. (2014). Didactic and pedagogical view of e-learning activities free university of bozen-bolzano. Procedia-Social and Behavioral Sciences, 116:1774– 1784.
Rodriguez-Ascaso, A., Boticario, J. G., Finat, C., Campo, E. d., Saneiro, M., Alcocer, E., Gutiérrez y Restrepo, E., and Mazzone, E. (2011). Inclusive scenarios to evaluate an open and standards-based framework that supports accessibility and personalisation at higher education. In International Conference on Universal Access in Human-Computer Interaction, pages 612–621. Springer.
Rui Xia Ang, J., Liu, P., McDonnell, E., and Coppola, S. (2022). “In this online environment, we’re limited”: Exploring inclusive video conferencing design for signers. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems, CHI ’22, New York, NY, USA. Association for Computing Machinery.
Sánchez, J., Darin, T., and Andrade, R. (2015). Multimodal videogames for the cognition of people who are blind: trends and issues. In International Conference on Universal Access in Human-Computer Interaction, pages 535–546. Springer.
Santarosa, L. M. C., Conforto, D., and Machado, R. P. (2012). Whiteboard: Synchronism, colaboration and accessibility on web 2.0. In 2012 International Symposium on Computers in Education (SIIE), pages 1–6.
Santos, C. E. R. d. and Fernandes, S. H. A. A. (2022). Distance inclusive research scenarios: a discussion on financial education. Revista Edapeci-Educacao a Distancia e Praticas Educativas Comunicacionais E Interculturais, 22(1):24–40.
Saplacan, D., Herstad, J., Mørch, A., Kluge, A., and Pajalic, Z. (2018). Inclusion through design and use of digital learning environments: Issues, methods and stories. In Proceedings of the 10th Nordic Conference on Human-Computer Interaction, NordiCHI ’18, page 956–959, New York, NY, USA. Association for Computing Machinery.
Sarkar, A., Wade, J., and Warren, Z. (2015). Understanding and improving collaborative skills among individuals with asd in a distributed virtual environment. In International Conference on Universal Access in Human-Computer Interaction, pages 669–680. Springer.
Seidel, N. (2015). Making web video accessible: interaction design patterns for assistive video learning environments. In Proceedings of the 20th European Conference on Pattern Languages of Programs, pages 1–16.
Shaban, A. and Pearson, E. (2019). A learning design framework to support children with learning disabilities incorporating gamification techniques. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, CHI EA ’19, page 1–6, New York, NY, USA. Association for Computing Machinery.
Silva, T. C. d., Neves, E. S., Ogawa, A., Kemczinski, A., Gasparini, I., and Matos, A. V. (2015). Avaliação de acessibilidade visual de um repositório de objetos de aprendizagem. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 4, page 854.
Tsiopela, D. and Jimoyiannis, A. (2017). Pre-vocational skills laboratory: designing interventions to improve employment skills for students with autism spectrum disorders. Universal Access in the Information Society, 16(3):609–627.
Viera-Santana, J. G., Rodríguez-Esparragón, D., Hernández-Haddad, J. C., and Castillo-Ortiz, J. (2015). Methodological proposal for elaboration of learning materials in sing language in university teaching.
Yildiz, G., Sahin, F., Dogan, E., and Okur, M. R. (2022). Influential factors on e-learning adoption of university students with disability: Effects of type of disability. British Journal of Educational Technology.
Zydney, J., Hord, C., and Koenig, K. (2020). Helping students with learning disabilities through video-based, universally designed assessment. ELearn, 2020(5).
Publicado
16/11/2022
Como Citar
BEDA, Juliana S. L.; FERREIRA, Poliana N.; BELARMINO, Guilherme D.; GOYA, Denise.
Acessibilidade sob Desenho Universal para Ambientes Virtuais de Aprendizagem: um Mapeamento de Critérios e Desafios. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 33. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 680-693.
DOI: https://doi.org/10.5753/sbie.2022.225086.
