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Accessibility barriers for users of screen readers in the Moodle learning content management system

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dc.affiliation.dptoUC3M. Departamento de Informáticaes
dc.affiliation.grupoinvUC3M. Grupo de Investigación: Human Language and Accessibility Technologies (HULAT)es
dc.contributor.authorCalvo Martín, María del Rocío
dc.contributor.authorIglesias Maqueda, Ana María
dc.contributor.authorMoreno López, Lourdes
dc.date.accessioned2014-12-02T13:26:01Z
dc.date.available2015-08-31T22:00:06Z
dc.date.issued2014-08-01
dc.description.abstractIn recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium's Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers.en
dc.description.sponsorshipThis study has been partially funded by the MA2VICMR (S2009/TIC-1542) research project.
dc.description.statusPublicado
dc.format.extent12es
dc.format.mimetypeapplication/pdf
dc.identifier.bibliographicCitationUniversal Access in the Information Society, 2014. 13(3), pp. 315-327.en
dc.identifier.doi10.1007/s10209-013-0314-3
dc.identifier.issn1615-5297 (online)
dc.identifier.issn1615-5289 (print)
dc.identifier.publicationfirstpage315es
dc.identifier.publicationissue3es
dc.identifier.publicationlastpage327es
dc.identifier.publicationtitleUniversal Access in the Information Societyen
dc.identifier.publicationvolume13es
dc.identifier.urihttps://hdl.handle.net/10016/19760
dc.identifier.uxxiAR/0000011367
dc.language.isoenges
dc.publisherSpringeres
dc.relation.projectIDComunidad de Madrid. S2009/TIC-1542/MA2VICMR
dc.relation.publisherversionhttp://dx.doi.org/10.1007/s10209-013-0314-3es
dc.rights© Springer-Verlag Berlin Heidelberg 2014en
dc.rights.accessRightsopen accesses
dc.subject.ecienciaInformáticaes
dc.subject.otherAccessibilityen
dc.subject.otherAuthoring toolen
dc.subject.otherScreen reader usersen
dc.subject.otherLearning content management systems (LCMSs)en
dc.subject.otherAuthoring tool accessibility guidelines (ATAG)en
dc.titleAccessibility barriers for users of screen readers in the Moodle learning content management systemen
dc.typeresearch article*
dc.type.hasVersionAM*
dspace.entity.typePublication
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