A interação de estudantes com deficiência visual com a plataforma moodle: uma análise a partir de pressupostos da usabilidade e da acessibilidade.

Abstract

This research aims to analyze the interaction of visually impaired students with the Moodle platform, focusing on usability and accessibility assumptions. The COVID-19 pandemic profoundly impacted education, accelerating changes and providing new learning experiences, leading various countries to confinement and lockdown. Consequently, teaching methods and tools underwent significant adaptations. In this context, the use of virtual tools and platforms directly impacts individuals, including or excluding them from the learning process. The use of Virtual Learning Environments (VLE) by teachers and students has become an urgent necessity. Analyzing these tools and their interaction with users is crucial to improving their efficiency, effectiveness, and satisfaction.This research adopted a mixed approach with exploratory objectives, following a systematic investigation based on a case study. A multi-method strategy based on Lima (2012) was used, which addresses accessibility assessment and presents a collection of requirements and design recommendations to meet the needs of visually impaired users in virtual learning environments. The methodological procedures included experimental analysis of the interaction of visually impaired students with Moodle, bibliographic research, the use of questionnaires, and the collection of complementary data through secondary sources. The results show that most research participants have a low level of computer literacy, emphasizing the need for an intuitive interface and continuous technical support. All participants were blind, with most having acquired visual impairment. The research identified that complex tasks on the platform, such as participating in forums, present significant challenges for visually impaired users, highlighting the importance of accessibility features, such as screen reader compatibility and adaptive interfaces. Critical analysis of the data revealed that the lack of labels on interface inputs can hinder navigation for these users. This study contributes to the development of more inclusive and effective solutions, providing a better learning experience for all users. It concludes that, although Moodle is a widely used tool, there is a need for specific improvements to make it more accessible and intuitive, ensuring the effective inclusion of visually impaired students. As a result of this research, design recommendations were obtained to improve the usability and accessibility of the platform.