Empirical Studies on Web Accessibility of Educational Websites: A Systematic Literature Review
Milton Campoverde-Molina, Sergio Luján-Mora, Llorenç Valverde
IEEE Access, 8, p. 91676-91700, 2020. e-ISSN: 2169-3536. https://doi.org/10.1109/ACCESS.2020.2994288
(IEEE'20d)
Revista / Journal
Resumen
Web accessibility means that people with some type of disability can make use of theWeb in the same conditions as the rest of the people. When we talk about web accessibility, we refer to a web design and development that allows these people to perceive, understand, navigate and interact with the Web. Web accessibility also benefits other people, including elderly people whose abilities have declined as a result of age. The Web is an essential resource in human activity: education, employment, government, commerce, health, entertainment and many others benefit of the power of the Web. The aim of this systematic literature review is to analyze the empirical methods of evaluating accessibility to educational websites, disabilities and their errors described in a total of 25 selected studies. The results show that in 20 of the 25 papers, web accessibility was evaluated with automatic tools, in 2 papers it was evaluated with real users and in the other 3 papers with automatic tools, real users and experts. There is also evidence that all the educational websites analyzed in the papers need to correct errors. In conclusion, educational websites do not meet any version of the Web Content Accessibility Guidelines (WCAG) and their conformance levels. According to the results, the empirical evaluation methods used for web accessibility could be improved by adopting automatic evaluation tools for website construction and manual mechanisms with web accessibility experts. The challenge for educational institutions is to carry out web accessibility projects to comply with WCAG and other web accessibility standards and current laws of educational inclusion.