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| Main Authors: | , , |
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| Format: | Preprint |
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2024
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2403.10484 |
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| _version_ | 1866915386996293632 |
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| author | Montes, Rosana Herrera, Liliana Crisol, Emilio |
| author_facet | Montes, Rosana Herrera, Liliana Crisol, Emilio |
| contents | The application of the Universal Design for Learning framework favors the creation of virtual educational environments for all. It requires developing accessible content, having a usable platform, and the use of flexible didactics and evaluations that promote constant student motivation. The present study aims to design a methodology to evaluate the usability of the Moodle platform based on the principles of Universal Design for Learning, recognizing the importance of accessibility, usability and the availability of Assistive Technologies. We developed and applied a methodology to assess the usability level of Moodle platforms, taking into consideration that they integrate Assistive Technologies or are used for MOOC contexts. We provide the results of a use case that assesses two instances for the respective Moodle v.2.x and v.3.x family versions. We employed the framework of mixed design research in order to assess a MOOC-type educational program devised under the principles of Universal Design for Learning. As a result of the assessment of Moodle v.2.x and v.3.x, we conclude that the platforms must improve some key elements (e.g. contrasting colors, incorporation of alternative text and links) in order to comply with international accessibility standards. With respect to usability, we can confirm that the principles and guidelines of Universal Design for Learning are applicable to MOOC-type Virtual Learning Environments, are positively valued by students, and have a positive impact on certification rates. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2403_10484 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Moodle Usability Assessment Methodology using the Universal Design for Learning perspective Montes, Rosana Herrera, Liliana Crisol, Emilio Computers and Society The application of the Universal Design for Learning framework favors the creation of virtual educational environments for all. It requires developing accessible content, having a usable platform, and the use of flexible didactics and evaluations that promote constant student motivation. The present study aims to design a methodology to evaluate the usability of the Moodle platform based on the principles of Universal Design for Learning, recognizing the importance of accessibility, usability and the availability of Assistive Technologies. We developed and applied a methodology to assess the usability level of Moodle platforms, taking into consideration that they integrate Assistive Technologies or are used for MOOC contexts. We provide the results of a use case that assesses two instances for the respective Moodle v.2.x and v.3.x family versions. We employed the framework of mixed design research in order to assess a MOOC-type educational program devised under the principles of Universal Design for Learning. As a result of the assessment of Moodle v.2.x and v.3.x, we conclude that the platforms must improve some key elements (e.g. contrasting colors, incorporation of alternative text and links) in order to comply with international accessibility standards. With respect to usability, we can confirm that the principles and guidelines of Universal Design for Learning are applicable to MOOC-type Virtual Learning Environments, are positively valued by students, and have a positive impact on certification rates. |
| title | Moodle Usability Assessment Methodology using the Universal Design for Learning perspective |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2403.10484 |