Analysis of Compliance with WCAG Guidelines Regarding Contrast Im-plementation in an E-Learning Quiz
Krzysztof Dziedzic
k.dziedzic@pollub.plLublin University of Technology, Department of Computer Science (Poland)
Marcin Barszcz
Lublin University of Technology (Poland)
Tomasz Wiśniewski
Lublin University of Technology (Poland)
Abstract
In the process of distance learning, modern information and educational solutions are increasingly employed. The introduction of tools facilitating compliance with WCAG guidelines to course creators, enhances content accessibility for individuals with disabilities, eliminating barriers to education access. This aligns with the concept of universal design, aiming to create courses and instructional materials accessible to a broad audience, regardless of individual needs, abilities or conditions. While this is a standard in web design, it is often overlooked in distance learning and course de-sign. This paper focuses on analyzing the correctness of implementing a component allowing the assessment of WCAG compliance in designed quizzes using an exercise creator. The implementation was based on the Quizer e-learning plat-form. Quizzes in the field of cybersecurity were designed to meet contrast guidelines according to the WCAG 2.1 stand-ard, followed by user testing. The research results confirmed the correctness of the applied solutions and emphasized the necessity of designing IT tools considering potential disabilities of future users of e-learning quizzes.
Supporting Agencies
References
A. Mon, H. René Del Giorgio, Evaluation of Information and Communication Technologies towards Industry 4.0, Procedia Computer Science 180 (2021) 639–648, https://doi.org/10.1016/j.procs.2021.01.286.
Google Scholar
M. Fernández-Gutiérrez, G. Gimenez, J. Calero, Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities, Computers & Education 157 (2020) 103969, https://doi.org/10.1016/j.compedu.2020.103969.
Google Scholar
G.J. Alfonso, P.G. Garcia, Open and Distance eLearning: New Dimensions in Teaching, Learning, Research, and Extension for Higher Education Institutions, International Journal on Open and Distance e-Learning 1 (2015) 1–13, https://ijodel.upou.edu.ph/index.php/ijodel/article/view/3.
Google Scholar
J. Petrovic Brown, R. Permvattana, S. Hollier, J. McKee, Online Learning & COVID-19: Exploring Digital Accessibility, Journal on Technology and Persons with Disabilities 10 (2022) 82–96, http://hdl.handle.net/10211.3/223467.
Google Scholar
J. Stofkova, S. Stofko, E. Loucanova, Possibilities of using e-learning system of education at universities, In 11th International Conference on Technology, Education and Development (INTED) (2017) 6965–6972.
Google Scholar
R. Calvo, A. Iglesias, L. Moreno, Is Moodle Accessible for Visually Impaired People?, In 7th International Conference on Web Information Systems and Technologies (2012) 207–220, https://doi.org/10.1007/978-3-642-28082-5_15.
Google Scholar
V. Ulbricht, A. R. B. Flores, A. Ribas, The Visually Impaired and Distance Education, Revista Educaonline 5(3) (2011) 1–18.
Google Scholar
E. Fernandez-Diaz, M. C. J. Maldonado, P. P. I. Sanchez, Web Accessibility. The new era of WCAG 2.1, the transition to future WCAG 3.0, Internacional De Gestion Del Conocimiento Y La Tecnologia 7(2) (2019) 42–46.
Google Scholar
A. Aizpurua, S. Harper, M. Vigo, Exploring the relationship between web accessibility and user experience, International Journal of Human-Computer Studies 91 (2016) 13–23, https://doi.org/10.1016/j.ijhcs.2016.03.008.
Google Scholar
B.D. Romero Mariño, M.J. Rodriguez-Fortiz, M.V. Hurtado Torres, H.M. Haddad, Accessibility and activity-centered design for ICT users: ACCESIBILITIC ontology, IEEE Access 6 (2018) 60655–60665, https://doi.org/10.1109/ACCESS.2018.2875869.
Google Scholar
M. Laabidi, M. Jemni, L. Jemni Ben Ayed, H. Ben Brahim, A. Ben Jemaa, Learning technologies for people with disabilities, Journal of King Saud University - Computer and Information Sciences 26 (2014) 29–45, https://doi.org/10.1016/j.jksuci.2013.10.005.
Google Scholar
A. Bocevska, S. Savoska, B. Ristevski, N. Blazheska-Tabakovska, Analysis of Accessibility of the E-learning Platforms According to the WCAG 2.0 Standard Compliance, In International Conference on Applied Internet and Information Technologies (2018) 1–6.
Google Scholar
A. Królak, P. Zając, Analysis of the accessibility of selected massive open online courses (MOOCs) for users with disabilities, Universal Access in the Information Society (2022) 1–13, https://doi.org/10.1007/s10209-022-00927-2.
Google Scholar
K. Dziedzic, Measuring Student Involvement When Taking Tests in E-learning Courses, International Journal of Research in E-learning 7 (2021) 1–17, http://doi.org/10.31261/IJREL.2021.7.1.09.
Google Scholar
Web Content Accessibility Guidelines (WCAG) 2.1, https://www.w3.org/TR/WCAG21/#contrast-enhanced, [03.04.2024].
Google Scholar
Authors
Krzysztof Dziedzick.dziedzic@pollub.pl
Lublin University of Technology, Department of Computer Science Poland
Authors
Marcin BarszczLublin University of Technology Poland
Authors
Tomasz WiśniewskiLublin University of Technology Poland
Statistics
Abstract views: 138PDF downloads: 103
