Consigna Clase 1 y 2

Pontificia Universidad Católica del Perú
Curso
VIGILANCIA TECNOLOGICA
Docente
Prof. MSc Lic. Nancy Peréz
Alumna
Erika Paola Reina Guaña
Fecha de entrega
13/10/2021
TEMA: AVANCES SOBRE “ACCESIBILIDAD WEB EN ENTORNOS VIRTUALES DE APRENDIZAJE (LMS)
ENFOCADO A ESTUDIANTES CON SÍNDROME DE ASPERGER”
DESCRIPCIÓN DEL SECTOR
Actualmente, por el impacto del COVID 19 la educación tomó un rumbo trascendental en cuanto al
soporte tecnológico como base para la enseñanza-aprendizaje. No obstante, el sentido fortuito de
selección de un LMS para el acompañamiento a las clases virtuales ocasionó que no se precisara las
opciones más adecuadas en cuanto a funcionalidad y accesibilidad para la diversidad de estudiantes
(Macías, López, Ramos & Lozada, 2020).
Las estadísticas indican que a nivel mundial 1 de cada 160 niños nace con un trastorno del espectro
autista (TEA). El síndrome de Asperger es uno de los tipos de TEA que se caracteriza por ser un trastorno
del desarrollo que afecta a nivel neurobiológico, por lo que requiere un tratamiento especial en los
procesos de aprendizaje (Santillán, Tuapanta, Mena & Guerra, 2020).
El desarrollo de un LMS, se ve delimitado por el uso excesivo de herramientas automáticas para la

verificación y validación de la accesibilidad, las cuales se orientan solamente a las pautas genéricas de la
norma WCAG, emitiendo resultados erróneos no adheridos a la realidad del síndrome (Peñaloza &
Esteban, 2017).
En concordancia con lo expuesto, el presente trabajo está enfocado en analizar las normativas,
estándares, indicadores, métricas y evaluaciones de accesibilidad web enfocados en el Síndrome de
Asperger que son aplicadas en los “LMS” tanto en la estructura interna como en la gestión del
aprendizaje, evidenciando el nivel de incidencia e implicación para el desarrollo cognitivo de los
estudiantes en cuestión.
ESTADO DE SITUACIÓN ACTUAL
Se han realizado diversos estudios y evaluaciones generales de accesibilidad web en plataformas de

aprendizaje, utilizando herramientas automáticas que validan la interacción entre las plataformas y las
personas con diversidad funcional (Naranjo-Villota et al., 2020). Pero existe limitada información
especializada en la realidad del Síndrome de Asperger, en este sentido, se requiere un análisis
exhaustivo que contraste los resultados de accesibilidad a partir del uso de herramientas automáticas no
especializadas, de cara a los requerimientos tecnológicos, psicológicos y del aprendizaje que demandan
los LMS para que cumplan con las necesidades de los estudiantes que padecen el Síndrome, en
coyuntura con las fases, componentes y métricas de los estándares de calidad de software que
intervienen en la arquitectura de los datos internos del LMS inclusivo. Finalmente, cabe mencionar que
se toma en cuenta la difusión en el periodo del 2010 al 2021 de diversas bases bibliográficas
EMPRESAS QUE TRABAJAN EN EL TEMA
Bureau of Education & Research: https://www.ber.org/store/products/Facilitating-the-Classroom-

Learning-of-Students-with-Asperger-Syndrome-and-High-Functioning-Autism-Grades-K-6-PDKIT.aspx
Organization for Autism Research (Oar): https://researchautism.org/online-education-autism/
Cypher Learning : https://blog.neolms.com/ai-changing-special-education/
The Law Society: https://learn.lawsociety.org.uk/accessibilty/
Embrace Learning: https://www.embrace-learning.com/learning-disability-training/
UNIVERSIDADES QUE TRABAJAN EN EL TEMA
University of Idaho
http://idahotc.com/Portals/0/docs/spring2014/syl/Ziggurat%20Model%20Syllabus%20Spring
%202014.pdf
https://idahotc.com/lms
Universidad de Washigton
https://www.washington.edu/accesscomputing/what-are-typical-challenges-and-accommodations-
students-autism-spectrum-disorder
Université de Genéve
https://archive-ouverte.unige.ch/unige:98063/ATTACHMENT01
PAISES QUE TRABAJAN EN EL TEMA
A partir de la búsqueda realizada en Scopus, utilizando las palabras clave “lms and autism”, se puede
visualizar a través de la herramienta VOSviewer que los países que están trabajando en el tema son:
Suecia, Reino Unido, Estados Unidos y Alemania.
No se encontró información relevante utilizando las palabras clave “lms and asperger”, por tanto, se
amplió la búsqueda a un nivel macro del síndrome.
Información recopilada utilizando la base de datos Scopus
 Accessibility and asperger
Título: Effects of attentional focus on motor learning in children with autism

spectrum disorder
Resumen: Inability to acquire a new motor skill is a common motor difficulty in
children with autism spectrum disorder. The purpose of this study is to
examine whether the motor learning benefits of an external focus of
attention for typically developing children and children with intellectual
disabilities could also be applied to children with autism spectrum
disorder. Children (N = 65; mean age = 10.01 years) diagnosed with high-
functioning autism spectrum disorder were randomly assigned into one
of the three groups: external focus (n = 22), internal focus (n = 22), and
control (n = 21). They were required to throw beanbags at a static target
for 50 acquisition trials, 10 retention trials, and 10 transfer trials. While
all three groups learnt the skills in a similar manner during the
acquisition phase, the internal focus group demonstrated more robust
motor performance than the external focus group and the control group
in both retention and transfer tests, while there was no difference
between the external focus group and the control group in both
retention and transfer tests. The findings provide evidence that internal
focus of attention may be more effective for facilitating motor learning
in children with autism spectrum disorder. However, further study is
needed to determine the factors contributing to this finding.
Pais/Institución/ The Education University of Hong Kong, Hong Kong
Investigador:
Año: 2019
Link: https://www-scopus-com.ezproxybib.pucp.edu.pe/record/display.uri?
eid=2-s2.0-85061513325&origin=resultslist&sort=plf-
f&src=s&sid=2087bfb23ee2511eade6b97f4d8ed8aa&sot=b&sdt=b&sl=3
6&s=TITLE-ABS-KEY%28software+and+asperger
%29&relpos=12&citeCnt=7&searchTerm=
Título: Innovative technological advancements to improve cognitive and social

skills of students with neurodevelopmental disorders
Resumen: BACKGROUND: A major concern that is being increasingly addressed in
modern educational environments is the ability to present equal
accessibility opportunities to students with neurodevelopmental
conditions and disorders as for typically developing children. OBJECTIVE:
The main objective of the paper is to employ innovative technological
advancements merged with evidence-based practices in order to teach,
improve and generalise social skills for children with
neurodevelopmental disorders, specifically children with High
Functioning Autism (HFA) as well as children with Attention Deficit
Disorder (ADD). METHODS: The development of a personalized solution
adapted to the needs of each student is proposed. The platform will be
composed of three main modules (Content Management, Emotional
Analysis and Personalization). The target group is students of the
Primary Years Program and Middle Years Program. EXPECTED RESULTS:
Improved communicational and interactional capability of people with
disabilities and facilitate social innovation; more affordable technologies
and products that support interactions for people with disabilities, and
new generation of services that are highly adaptable and personalisable
to individual contexts. CONCLUSIONS: In order to achieve the optimum
output/result of the system the procedure need to be implemented and
reviewed by all involved parties. © 2020 - IOS Press and the authors. All
rights reserved.
Pais/Institución/ Manta O, Androutsou T, Anastasiou A, Koumpouros Y, Matsopoulos G,
Investigador: Koutsouris D.
Año: 2020
f&src=s&sid=d92a9706eff0975a26c7a633b92ac8d8&sot=b&sdt=b&sl=4
1&s=TITLE-ABS-KEY%28accessibility+and+asperger
 Software and asperger
Título: Episodic memory and self-awareness in Asperger Syndrome: Analysis of

memory narratives
Resumen: Previous findings from researchers on individuals with Asperger Syndrome
(AS) suggest peculiarities of autobiographical memory (AM). They have
shown a personal episodic memory deficit in the absence of a personal
semantic memory impairment. The primary aim of this study was to explore
AM in individuals with AS, and more specifically to investigate the link
between episodic memory, self-awareness, and autonoetic consciousness
through language analysis. We asked fifteen adults with AS and fifteen age-
and IQ-matched controls to recall autobiographical memories from three
life periods. Recorded interviews were processed using Alceste software.
We found that participants with AS recalled fewer and less-detailed episodic
memories than did controls. A content analysis revealed that family-related
vocabulary as well as possessive pronouns was significantly less frequent in
AS interviews than in those of controls. In conclusion, our results support
the hypothesis that a deficiency of episodic memory may be due to poor
awareness of the self in social relationships. Reduced use of possessive
pronouns may also indicate less self-investment in life experiences, which
would in turn impact recall.
Pais/Institución/ Chaput V.,Amsellem F., Urdapilleta I., Chaste P., Leboyer M., Delorme R.,
Investigador: Goussé V.
Año: 2013
Link: https://www-scopus-com.ezproxybib.pucp.edu.pe/record/display.uri?eid=2-
s2.0-84879307369&origin=resultslist&sort=plf-
f&src=s&nlo=&nlr=&nls=&sid=2087bfb23ee2511eade6b97f4d8ed8aa&sot=
b&sdt=b&sl=36&s=TITLE-ABS-KEY%28software+and+asperger
Título: Virtual floortime: Using games to engage children with Autism Spectrum
Disorder
Resumen: 1 in 88 children is diagnosed with Autism Spectrum Disorder (ASD). Specific
software, virtual worlds, and games may be used to improve social and
language skills. These tools may be combined with the DIR/Floortime
therapeutic model that encourages parents, teachers, and therapists to
engage these children through their own (sometimes limited) interests.
Applying this framework, this paper suggests the creation of a workshop
modeled after the Computer Clubhouse, as developed at the Massachusetts
Institute of Technology, which would take advantage of the children's
sometimes above-average analytic and visual abilities. Participants would
produce their own video games with Scratch or other age-appropriate tool.
In this way, children on the autism spectrum could pursue their interests in
computers and games while strengthening their creativity and problem-
solving skills: areas that are sometimes difficult for those with the disorder.
© 2012 IEEE.
Pais/Institución/ Sarachan J.
Investigador:
Año: 2012
Título: Computer-based interventions to improve social and emotional skills in

individuals with autism spectrum disorders: A systematic review
Resumen: Objective: To review studies involving the use of computer-based
interventions (CBI) to improve the social and emotional skills (e.g. emotional
recognition) of individuals with autism spectrum disorders (ASD). Methods:
The use of computer-based intervention (CBI) in the treatment of autism
spectrum disorders (ASD) may offer some advantages to traditional one-to-
one or group instruction including easier differentiation of instruction,
decreased distractions and the incorporation of an individual's relative
visual learning strengths. However, the results of past research suggest
varying outcomes for CBI with individuals with ASD. This review provides a
systematic analysis of studies investigating CBI to improve social and
emotional skills (e.g. emotion recognition) of individuals with ASD.
Electronic database searches and ancestral searches were used to identify
studies that met pre-determined inclusion criteria. The included studies
were then summarized in terms of: (a) participant characteristics, (b) social
and emotional skills targeted, (c) details of the CBI, (d) results, and (e)
certainty of evidence. Results: The results of these studies indicated that
CBI's effect on social and emotional skills was mixed, with the majority of
studies reporting unacceptable outcomes following intervention.
Conclusions: Overall, this review suggests that the use of CBI to improve the
social and emotional skills of individuals with ASD is a promising practice. A
comparison of CBI plus tutoring and face-to-face social skills training
suggests that CBI can be as effective as face-to-face instruction. Practitioners
should carefully consider the preferences and existing abilities of individuals
with ASD and the customizability of the software when deciding to use CBI
and selecting a software program.
Pais/Institución/ Ramdoss S., MacHalicek W., Rispoli M., Mulloy A., Lang R., O'Reilly M.
Investigador:
Año: 2012
Título: Quantitative and qualitative characteristics of the school and home

language environments of preschool-aged children with ASD
Resumen: The purpose of this research was to begin to characterize and compare the
school and home language environments of 10 preschool-aged children with
Autism Spectrum Disorders (ASD). Naturalistic language samples were
collected from each child, utilizing Language ENvironment Analysis (LENA)
digital voice recorder technology, at 3-month intervals over the course of
one year. LENA software was used to identify 15-min segments of each
sample that represented the highest number of adult words used during
interactions with each child for all school and home language samples.
Selected segments were transcribed and analyzed using Systematic Analysis
of Language Transcripts (SALT). LENA data was utilized to evaluate
quantitative characteristics of the school and home language environments
and SALT data was utilized to evaluate quantitative and qualitative
characteristics of language environment. Results revealed many similarities
in home and school language environments including the degree of
semantic richness, and complexity of adult language, types of utterances,
and pragmatic functions of utterances used by adults during interactions
with child participants. Study implications and recommendations for future
research are discussed. Learning outcomes: The reader will be able to, (1)
describe how two language sampling technologies can be utilized together
to collect and analyze language samples, (2) describe characteristics of the
school and home language environments of young children with ASD, and
(3) identify environmental factors that may lead to more positive expressive
language outcomes of young children with ASD.
Pais/Institución/ Burgess S., Audet L., Harjusola-Webb S.
Investigador:
Año: 2013
Título: Early autism screening: A comprehensive review

Resumen: Autistic spectrum disorder (ASD) refers to a neurodevelopmental
condition associated with verbal and nonverbal communication, social
interactions, and behavioural complications that is becoming
increasingly common in many parts of the globe. Identifying individuals
on the spectrum has remained a lengthy process for the past few
decades due to the fact that some individuals diagnosed with ASD
exhibit exceptional skills in areas such as mathematics, arts, and music
among others. To improve the accuracy and reliability of autism
diagnoses, many scholars have developed pre-diagnosis screening
methods to help identify autistic behaviours at an early stage, speed up
the clinical diagnosis referral process, and improve the understanding of
ASD for the different stakeholders involved, such as parents, caregivers,
teachers, and family members. However, the functionality and reliability
of those screening tools vary according to different research studies and
some have remained questionable. This study evaluates and critically
analyses 37 different ASD screening tools in order to identify possible
areas that need to be addressed through further development and
innovation. More importantly, different criteria associated with existing
screening tools, such as accessibility, the fulfilment of Diagnostic and
Statistical Manual of Mental Disorders (DSM-5) specifications,
comprehensibility among the target audience, performance (specifically
sensitivity, specificity, and accuracy), web and mobile availability, and
popularity have been investigated.
Pais/Institución/ Thabtah F., Peebles D.Send mail to Peebles D.
Investigador:
Año: 2019
f&src=s&sid=82c24c7f3901d82b0f46c736bfd59c6f&sot=b&sdt=b&sl=45
&s=TITLE-ABS-KEY%28web+accessibility+and+asperger
 virtual AND learning AND environment AND asperger
Título: Digital Interventions for Autism Spectrum Disorder: A Meta-analysis

Resumen: This study aimed to review digital interventions in the treatment of
autism spectrum disorder (ASD). A systematic review and meta-analysis
was conducted. Nineteen studies were included. The interventions
aimed to improve social skills (n = 11), developmental skills (n = 2) and 6
other different targets. Technology used were computer programs (n =
14), tablet apps (n = 3), a robot (n = 1) and an interactive DVD (n = 1).
The meta-analysis resulted in an overall effect size (Cohen’s d) of 0.32
[0.12–0.51], indicating a small effect. Heterogeneity between studies
was high (I2 = 100%), limiting the generalization of results. Therefore, we
recommend larger RCT studies, and guidelines for the development of
trials evaluating digital interventions for ASD, for making comparison of
future studies possible. Registration can be found online at Prospero:
https://www.crd.york.ac.uk/prospero/, registration no.
CRD42020146542.
Pais/Institución/ Sandgreen H., Frederiksen L.H., Bilenberg N.
Investigador:
Año: 2021
origin=citedby&eid=2-s2.0-
85095796531&citeCnt=221&noHighlight=false&sort=plf-
f&src=s&sid=5b950b55b2124ad101b8e4439ba7ec03&sot=b&sdt=b&sl=5
6&s=TITLE-ABS-KEY%28virtual+learning+environment+and+asperger
%29&relpos=1
Título: Inclusion of immersive virtual learning environments and visual control

systems to support the learning of students with Asperger syndrome
Resumen: This paper presents the use of immersive virtual reality systems in the
educational intervention with Asperger students. The starting points of this
study are features of these students' cognitive style that requires an
explicit teaching style supported by visual aids and highly structured
environments. The proposed immersive virtual reality system, not only to
assess the student's behavior and progress, but also is able to adapt itself
to the student's specific needs. Additionally, the immersive reality system
is equipped with sensors that can determine certain behaviors of the
students. This paper determines the possible inclusion of immersive virtual
reality as a support tool and learning strategy in these particular students'
intervention. With this objective two task protocols have been defined
with which the behavior and interaction situations performed by
participant students are recorded. The conclusions from this study talks in
favor of the inclusion of these virtual immersive environments as a support
tool in the educational intervention of Asperger syndrome students as
their social competences and executive functions have improved.
Pais/Institución/ Lorenzo G., Pomares J., Lledó A.
Investigador:
Año: 2013
&s=TITLE-ABS-KEY%28virtual+learning+environment+and+asperger
Título: iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-
A) in a 3D virtual learning environment for youth with high functioning
autism
Resumen: One consistent area of need for students with autism spectrum disorders is
in the area of social competence. However, the increasing need to provide
qualified teachers to deliver evidence-based practices in areas like social
competence leave schools, such as those found in rural areas, in need of
support. Distance education and in particular, 3D Virtual Learning, holds
great promise for supporting schools and youth to gain social competence
through knowledge and social practice in context. iSocial, a distance
education, 3D virtual learning environment implemented the 31-lesson
social competence intervention for adolescents across three small cohorts
totaling 11 students over a period of 4 months. Results demonstrated that
the social competence curriculum was delivered with fidelity in the 3D
virtual learning environment. Moreover, learning outcomes suggest that
the iSocial approach shows promise for social competence benefits for
youth.
Pais/Institución/ Stichter J.P.Send mail to Stichter J.P., Laffey J., Galyen K., Herzog M.
Investigador:
Año: 2014
Título: Virtual reality as a tool for enhancing learning in at-risk students and

increasing school inclusion
Resumen: The contribution aims at exploring previous and current practices of use of
virtual environments, 3d Virtual Worlds also, for inclusion in education.
There are many experiences of developing and using virtual environments
for the inclusion of disabled and problematic students (autistic student,
Asperger Syndrome students, dyslexic students, etc.). The majority of the
experimentations gave important beneficial results. In particular, the
essential technological characteristics of VR that are beneficial for inclusion
are: immersion, presence, interaction, transduction and conceptual
change. The design of those environments is sometimes conceived
together with the final users, applying participatory design techniques.
Virtual environments and Virtual Worlds are being used also in the
management of drop-out rates and school failure, by using it for curricular
diversification classroom with students in a situation of educational
exclusion or academic failure. The contribution will discuss 7 cases of
successful use of Virtual Reality at school, ranging from primary to
secondary education.
Pais/Institución/ Panzavolta S.
Investigador:
Año: 2018
Información recopilada utilizado la herramienta BIZNAR
 virtual AND learning AND environment AND asperger
Título: What Is Asperger Syndrome?
Resumen: Asperger syndrome, or Asperger’s, is a previously

used diagnosis on the autism spectrum. In 2013,
it became part of one umbrella diagnosis of
autism spectrum disorder (ASD) in the Diagnostic
and Statistical Manual of Mental Disorders 5
(DSM-5).
Typical to strong verbal language skills and

intellectual ability distinguish Asperger syndrome
from other types of autism.
Pais/Institución/Investigador: Autism Speaks
Año: 2021
Link: https://www.autismspeaks.org/types-autism-
what-asperger-syndrome
 Accessibility and asperger
Título: How Video Games Benefit Students With Special

Needs
Resumen: A lot has been said about video games over the
years. They have been called addictive and
harmful to children and adults, but this is not
necessarily true for everyone. In fact, many
people on the autism spectrum can benefit
greatly from picking up a video game controller
and playing to their heart’s desire.
Pais/Institución/Investigador: Autism Network (AANE)/Hilary Smith
Año: 2021
Link: https://www.aane.org/video-games-benefit-
students-special-needs/
Información recopilada utilizando la herramienta Carrot2
 "accessibility software" and asperger
Título: Accesibilidad en código abierto para personas

con TDAH, dislexia y trastorno del espectro
autista
Resumen: Durante mucho tiempo, el trastorno por déficit

de atención con hiperactividad (TDAH), el
autismo, el síndrome de Asperger, la dislexia y
otras afecciones neurodiversas se consideraron
cosas que frenan a las personas. Pero ahora,
muchos investigadores y empleadores reconocen
que la neurodiversidad es una ventaja
competitiva , especialmente en tecnología, y
especialmente cuando se brindan ciertas
adaptaciones.
Pais/Institución/Investigador: Opensource.com/ Rikard Grossman-Nielsen
Año: 2021
Link: https://opensource.com/article/21/7/open-
source-neurodiversity
Título: Software y tecnologías diseñados para personas con

autismo: ¿qué quieren los usuarios?
Resumen: Software developers, designers and researchers have

been looking to technology for solutions to help and
educate people with autism for over two decades.
There are many examples of seemingly successful
technology-based products and prototypes, yet very
little is known about how well these solutions are
currently integrated into lives of children and adults
with autism and their families. This paper reports on
results from an anonymous on-line survey intended as
a first step to elucidate information about software
and technology use. Additionally, data was analyzed to
aid creation of future technology-based products for
people with autism that are not just effective, but that
also meet important user goals and align to their
interests and strengths. Major findings included: (1)
very few respondents (25\%) had any experience with
software or technology designed for people with
cognitive disabilities; (2) when asked an open-ended
question about what they desire in technology design,
respondents reported three major goals (social skills,
academic skills, and organization skills), and many
suggestions for improvements to software and
hardware design; and (3) technology was reported as
both a major strength and interest for people with
autism
Pais/Institución/Investigador: Cynthia Putnam
Lorna Chong
Año: 2008
Link: https://dl.acm.org/doi/pdf/10.1145/1414471.1414475
Título: UNIVERSAL DESIGN in Higher Education

Resumen: Designing any product or environment involves the consideration of many factors,
including aesthetics, engineering options, environmental issues, safety concerns,
industry standards, and cost. Often the design is created for the “average” user. In
contrast, “universal design (UD)” is, according to The Center for Universal Design,
“the design of products and environments to be usable by all people, to the
greatest extent possible, without the need for adaptation or specialized design”
(www.design.ncsu.edu/cud/about_ud/about_ud.htm).
Pais/ Sheryl E. Burgstahler
Institución/
Investigador:
Año: 2013
Link: https://www.washington.edu/doit/sites/default/files/atoms/files/Universal
%20Design%20in%20Higher%20Education_Promising%20Practices_0.pdf
Título: Disabled people and the Web: User-based measurement of

accessibility
Resumen: Being able to use websites is an important aspect of every-day life to
most people, including disabled people. However, despite the
existence of technical guidelines for accessibility for more than a
decade, disabled users still find problems using websites. However,
our knowledge of what problems people with disabilities are
encountering is quite low. The aim of the work presented in this thesis
was to conduct a study that characterises the problems that print-
disabled users (blind, partially sighted, dyslexic users) are
encountering on the web. This characterisation includes the
categorisation of user problems based on how they impact the user.
Further, frequency and severity of the main types of problems were
analysed to determine what were the most critical problems that are
effecting users with print-disabilities.
Pais/Institución/ André Pimenta Freire
Investigador:
Año: 2012
Link: https://includ-ed.eu/sites/default/files/documents/
disabled_people_and_the_web_user-
based_measurement_of_accessibility.pdf
 "accessibility evaluation" and asperger
Título: Accessibility of eLearning

Resumen: Disabled people were among the early adopters
of personal computers. They were quick to
appreciate that word processing programs and
printers gave them freedom from dependence on
others to read and write for them. Similarly,
although smaller devices like smartphones can
have accessibility issues, some disabled people
became early adopters due to their power for
portable text-to-speech and later speech
recognition capabilities. Some of these disabled
early adopters became very knowledgeable
about what could be achieved and used their
knowledge to become independent students at a
high level. They also gained the confidence to ask
that providers of education make adjustments so
that disabled students could make better use of
course software and the web, rather than just
word processing. In many countries pressure
from these disabled people and their advocates
has led to the creation of laws ensuring certain
aspects of accessibility.
Pais/Institución/Investigador: The Open University
Año: 2021
Link: https://www.open.edu/openlearn/education-
development/education-careers/accessibility-
elearning/content-section-1.2
Título: Development of Evaluation Indicators for Web-based Agricultural

Water Information System using Mandal-Art Method
Resumen: The importance of information system evaluation has increased

according to ICT development and this evaluation is required for
objective verification. The aim of this study is to develop evaluation
indicators for web-based information system and verify the
availability of these evaluation indicators through applying to
agricultural water integrated information system. This study finds
and provides eight evaluation items and 64 indicators for a web-
based information system using 3×33×3 Mandal-Art matrix that is a
tool for creating creative ideas. These evaluation items are design,
contents, navigation, stability, community, convenience, usefulness,
and accuracy. Total 64 evaluation indicators were presented by
deriving eight evaluation items for each using 9×99×9 Mandal-Art
matrix. When evaluating information system using evaluation
indicators, it can be identified the vulnerable items in the
information system. Also, the comprehensive results of the
information system could be understood when appearing a single
score after weighting. In addition, it can also help to prepare a
questionnaire for evaluation systematically.
Pais/Institución/ Kim, Chanwoo , Jung, Chanhoon, Park, Jinseon, Kim, Jeongdae, Suh,
Investigador: Kyo.
Año: 2017
Link: https://www.koreascience.or.kr/article/
JAKO201734964190433.page
Título:
Development of the AASPIRE Web Accessibility Guidelines for
Autistic Web Users
Resumen: Websites figure predominantly in everyday life. However, many
websites remain inaccessible to autistic people, and existing efforts
to improve accessibility are in early stages, do not directly include
autistic users in their development, or have not been empirically
evaluated. The Academic Autism Spectrum Partnership in Research
and Education (AASPIRE) used a community-based participatory
research approach to create a website to improve health care access
for autistic adults. We used the creation of that website as a “living
laboratory” to develop the AASPIRE Web Accessibility Guidelines for
Autistic Web Users. Our guidelines are grounded in accessibility
theory, had autistic end-user involvement at all stages, and were
empirically evaluated through a usability study and evaluation
surveys. We incorporated what we learned into the design of the
website, and compiled the accessibility information into a set of
guidelines. The guidelines offer recommendations for increasing the
physical, intellectual, and social acceptability of websites for use by
autistic adults. In the evaluation of the website by 170 autistic end
users, nearly all indicated it was easy to use (97%), easy to
understand (95%), important (97%), and useful (96%). Ninety-two
percent would recommend it to a friend, and 95% would
recommend it to a health care provider. There were no significant
associations between usability or understandability and education
level, receipt of help using the site, browser type (e.g., IE or Safari),
or device type (e.g., PC or tablet). We recommend using the
guidelines to improve website accessibility for autistic Internet users.
Pais/Institución/ Dora M. Raymaker, Steven K. Kapp, Katherine E. McDonald, Michael
Investigador: Weiner, Elesia Ashkenazy and Christina Nicolaidis.
Año: 2019
Link: https://www.liebertpub.com/doi/abs/10.1089/aut.2018.0020
Título: Website accessibility in Australia and the national transition strategy:

Outcomes and findings
Resumen: In the most recent statistics, published by the Australian Bureau of
Statistics in 2012, it was reported that slightly under one in five
people stated they had a disability. A further twenty-one percent of
the population (4.7 million people) reported that they had a long-
term health condition that did not restrict their everyday activities.
This total group of people who suffer either a disability or a long-term
health condition numbers 8.9 million people, or over thirty-nine
percent of the Australian population. Of the people reporting a
disability, 3.7 million or eighty-eight percent of that group
experienced limitations in the activities of self-care, mobility or
communication, or were restricted in their education or employment.
Pais/Institución/ Vivienne Conway Edith, Cowan University
Investigador:
Año: 2014
Link: https://ro.ecu.edu.au/cgi/viewcontent.cgi?
article=2406&context=theses
Título: Designing accessible visual programming tools for children with

autism spectrum condition
Resumen: Visual programming tools allow users to create interactive media

projects such as games and animations using visual representations
of programming concepts. Although these tools have been shown to
have huge potential for teaching children, research has shown that
they may not be accessible for children with cognitive impairments,
including those with autism spectrum condition. Therefore, this
study proposes a set of recommendations for the design of
accessible visual programming tools for children with autism
spectrum condition. Semi-structured interviews with experts
(n=7n=7) were conducted and thematically analysed to identify
initial recommendations. A second set of semi-structured interviews
with a subset of the initial experts (n=3n=3) were then conducted to
validate and produce a final set of recommendations.
Pais/Institución/Investigador: Misbahu S. Zubair, David J. Brown, Thomas Hughes-
Roberts & Matthew Bates
Año: 2021
Link: https://link.springer.com/article/10.1007/s10209-021-00842-y
Título: Accessibility evaluation of the EINFOSE Platform
Resumen: This report summarizes the results of the accessibility evaluation of the
EINFOSE Platform, as it stood on July, 2017. In accordance with Web
Accessibility Initiative (www.w3.org/WAI/intro/accessibility), "Web
accessibility means that people with disabilities can use the Web. More
specifically, Web accessibility means that people with disabilities can
perceive, understand, navigate, and interact with the Web, and that
they can contribute to the Web. Web accessibility also benefits others,
including older people with changing abilities due to aging." Two
methods have been applied for the evaluation: • Observation of the
behaviour of key components of the platform. • Application of an
automatic evaluation tool, aXe
(chrome.google.com/webstore/detail/axe/lhdoppojpmngadmnindnejef
pokejbd) (Version 2.0.2).
Pais/Institución/ Faculty of Humanities and Social Sciences, University of Osijek
Investigador:
Año: 2018
Link: https://einfose.ffos.hr/documents/
EINFOSE_IO3_Evaluation_Framework.pdf
Título: Project UNIALL: Accessibility of Higher Education for Students with Special
Needs
Resumen: The development of this Output 05 of the UNIALL Research was based on the
idea that accessibility to Higher Studies for students with Special Needs is
divided into several aspects, related to the physical environment, support
services, information and communication systems, study materials. These are
hardly all fully and thoroughly interpreted in European universities: more
frequent is the case in which universities focus their efforts towards
accessibility according to a hypothetical hierarchy between the
aforementioned aspects, in relation to their own contexts and their own
dimensions and organizational structures.
Pais/Institución/ Università degli Studi "G. d'Annunzio" di Chieti-Pescara
Investigador:
Año: 2018
Link: https://www.stuba.sk/buxus/docs/stu/pracoviska/rektorat/odd_vzdelavania/
UNIALL/UNIALL_O5_case_studies_eng.pdf
Título: Managing Affective-learning THrough Intelligent atoms and Smart

InteractionS/ D2.5 Evaluation Strategy
Resumen: This deliverable provides detailed information about the phased
evaluation strategy to be carried out in the project in particular for the 3
phases of the pilots’ deployment and the system’s evaluation strategy
towards specific KPIs.
Pais/Institución/ Mohammad Taheri, Nicholas Shopland
Investigador:
Año: 2017
Link: http://mathisis-project.eu/sites/default/files/mathisis/public/content-
files/deliverables/MaTHiSiS%20D2.5%20Evaluation
%20Strategy_Resubmitted.pdf
Título: Online e-learning and cognitive disabilities: A systematic review

Resumen: For decades now, as the issue of social progress has come to the
fore, the drive to improve access to education has been behind the
growth in research into e-learning. The current systematic literature
review raised the question of the existence of studies addressing the
specific needs of persons with cognitive impairments. Indeed, e-
learning is expected to be one of the critical tools for improving
access to education and ultimately aiding social inclusion. The
systematic literature review was performed through a four-step
process including an exhaustive search of scientific literature
databases, the selection of studies through exclusion and inclusion
criteria, and literature analysis and synthesis. The main results are: 1)
a lack of e-learning studies addressing the issue of accessibility for
people with cognitive impairments (N=29) with a purpose dominated
by design guidelines rather than effectiveness assessment; 2) a weak
inclusion of accessibility standards (N=5) and 3) a weak inclusion of
special education findings (N=3), with a focus on specific
neuropsychological disorders or syndromes (dyslexia, ADHD, etc.)
rather than on impairments of cognitive function (attention,
memory, etc.) as promoted by the International Classification of
Functioning (World Health Organization, 2001); 4) the identification
of five families of accessibility function (adaptive systems, game
elements, accessible content, virtual agents and accessible interfaces
or environments) and their dependency with activity-domain of
learning. Results are discussed in terms of both design and
assessment recommendations, promoting a multi-disciplinary
approach combining educational sciences, cognitive sciences and
computer science to develop more accessible e-learning systems.
Pais/Institución/Investigador: Pierre-Antoine Cinquin, Pascal Guitton, Hélène Sauzéon
Año: 2019
Link: https://hal.archives-ouvertes.fr/hal-01954983/document
Palabras clave (PC)
Palabras clave en inglés Palabras clave en español Sinónimos y acrónimos

accessibility
evaluation
software
asperger
virtual learning environment Entorno virtual de aprendizaje EVA
Learning Management System Sistema de Gestión de LMS
Aprendizaje
Ecuaciones de Búsqueda
virtual AND learning AND environment AND asperger
"accessibility software" and asperger
"accessibility evaluation" and asperger
Accessibility and asperger
Software and asperger
Novedades
1. ADVANCES IN COMPUTER-BASED EDUCATION ARE SEEN AS AN EFFECTIVE WAY OF ASSISTANCE

AND COMPENSATION FOR LEARNERS WITH SPECIFIC NEEDS. INDEED, THERE HAS BEEN A REAL
REVOLUTION IN COMPUTER-BASED APPROACHES TO EDUCATION, DRIVEN BY THE EXPLOSIVE
GROWTH IN MASSIVE OPEN ONLINE COURSES (MOOCS): STARTING FROM 0 IN 2011, AT THE
END OF 2017 (Cinquin, Guitton, & Sauzéon, 2019).
2. GUIDE OF ACCESSIBILITY STRATEGIES FOR HIGHER EDUCATION INTO SEVERAL ASPECTS,
RELATED TO THE PHYSICAL ENVIRONMENT, SUPPORT SERVICES, INFORMATION AND
COMMUNICATION SYSTEMS, STUDY MATERIALS ( Ceresnova, & Rollova, 2018).
3. EVALUATION STRATEGY FOR MANAGING AFFECTIVE-LEARNING SYSTEM THROUGH INTELLIGENT
ATOMS AND SMART INTERACTIONS THROUGH SUMMATIVE, FORMATIVE EVALUATION AND
USING KPI ESPECIALIZATED (Boulton–NTU, Milli–PE, Galveztrigo–UoN, Valley, Koutsonika–
EOPPEP, Gaitanis–EOPPEP, & Mantovani–VUB, 2017).
4. THE ACCESSIBILITY EVALUATION OF THE EINFOSE PLATFORM CHECKS IF THE PLATFORM
ACCOMPLISH WITH THE WEB CONTENT ACCESSIBILITY GUIDELINES (WCAG), IT FOLLOWS THE
WAI STANDARDS, WHICH CONSIDER ALL DISABILITIES. ALSO, THIS EVALUATION SHOULD BE
COMPLEMENTED WITH A USER EVALUATION, ACCOMPLISHED BY USERS WITH DISABILITIES
(Aparac-Jelušić, & Balog, 2018).
5. STUDY AIMS TO GATHER AND PROPOSE A SET OF RECOMMENDATIONS FOR DESIGNING
ACCESSIBLE AND ENGAGING VPTS FOR CHILDREN WITH ASC, SPECIFICALLY THOSE THAT ALSO
HAVE A LEARNING DISABILITY. IN DOING SO IT IS HOPED THAT MORE CHILDREN WITH ASC WILL
BE ABLE TO USE VPTS, WITH POTENTIAL BENEFITS REPORTED TO INCLUDE IMPROVED
ENGAGEMENT AND COLLABORATION (Zubair, Brown, Thomas Hughes-Roberts & Bates).
6. AASPIRE Web Accessibility Guideline: This guideline is a summary of the accessibility features
which does not require special expertise beyond basic web programming and technical
communications skills. We recommend that anyone seeking to create accessible websites for
autistic users follow the Academic Autism Spectrum Partnership in Research and Education
(AASPIRE) Web Accessibility Guideline in addition to broader web and communications
standards and principles (Raymaker, Kapp, McDonald, Weiner, Ashkenazy and Nicolaidis).
7. ADVICES FOR STUDENT WITH ASPERGER’S SYNDROME TO INTERACT WITH OTHER PEOPLE AT
ONLINE COMMUNICATION (The Open University, 2021).
8. OPEN source accommodations help people with neurodiversity use their talents to their highest
ability ( Grossman-Nielsen, 2021).
9. ANALISIS DE LOS BENEFICIOS DE LOS VIDEO JUEGOS PARA LOS NIÑOS CON NECESIDADES
ESPECIALES COMO EL ASPERGER (Hilary Smith, 2021).
10. ANALISIS PRÁCTICO DEL DISEÑO DE LA REALIDAD VIRTUAL PARA FORTALECER Y MEJORAR
CARACTERISTICAS Y MEJORAR LA INCLUSIÓN DE LOS ESTUDIANTES DESDE LOS ASPECTOS DE
INMERSIÓN, PRESENCIA, INTERACCIÓN, TRANSDUCCIÓN Y CAMBIO CONCEPTUAL
(PANZAVOLTA, 2018).
REFERENCIAS
Aparac-Jelušić, T., & Balog, K. P. (2018). Presentation of the EINFOSE project: challenges and outcomes.
In Proceedings of the EINFOSE International Symposium on the Future of Education in Information
Science (FEIS 2018)./ed. by T. Aparac-Jelušić, V. Casarosa and E. Macevičiūtė (pp. 5-14).
Boulton–NTU, H., Milli–PE, E., Galveztrigo–UoN, M., Valley, B. P. A., Koutsonika–EOPPEP, H., Gaitanis–
EOPPEP, D., & Mantovani–VUB, E. (2017). Managing Affective-learning THrough Intelligent atoms and
Smart InteractionS.
Ceresnova, Z., & Rollova, L. (2018). Case studies of inclusive higher education in Norway, Sweden and
Slovakia. In International Conference on Applied Human Factors and Ergonomics (pp. 312-323). Springer,
Cham.
Cinquin, P. A., Guitton, P., & Sauzéon, H. (2019). Online e-learning and cognitive disabilities: A systematic
review. Computers & Education, 130, 152-167.
Dora M. Raymaker, Steven K. Kapp, Katherine E. McDonald, Michael Weiner, Elesia Ashkenazy, and
Christina Nicolaidis.Autism in Adulthood.Jun 2019.146-157.http://doi.org/10.1089/aut.2018.0020
Grossman-Nielsen, R. (2021). Accessibility in open source for people with ADHD, dyslexia, and Autism
Spectrum Disorder. Opensource.com. https://opensource.com/article/21/7/open-source-neurodiversity
Macías, E., López, J., Ramos, G., & Lozada, F. (2020). Los entornos virtuales como nuevos escenarios de
aprendizaje: el manejo de plataformas online en el contexto académico. ReHuSo: Revista de Ciencias
Humanísticas y Sociales, 5(3), 62-69. Doi: https://doi.org/10.33936/rehuso.v5i3.2603.
Naranjo-Villota, D., Guaña-Moya, J., A-Vargas, P., & MUIRRAGUI-IRRAZABAL, V. (2020). Evaluación de la
accesibilidad web en institutos acreditados de educación superior del Ecuador. Revista
ESPACIOS, 41(04).
Panzavolta, S. (2018). Virtual reality as a tool for enhancing learning in at-risk students and increasing
school inclusion. In Virtual and Augmented Reality: Concepts, Methodologies, Tools, and
Applications (pp. 566-581). IGI Global.
Peñaloza, S., & Esteban, L. (2017). Estándares de Accesibilidad Digital Utilizados en la Educación
Mediada por el Uso de las TIC. Revista Distancia al Día, 6. 24-34.
Santillán, J., Tuapanta, J., Mena, A., & Guerra, J. (2020). Evaluación Experimental del Nivel de Calidad de
un Sistema de Gestión de Contenidos Educativos. En IX Taller Internacional de calidad en las Tecnologías
de la Información y las comunicaciones (Calidad 2020). Conferencia llevada a cabo en la XVII Convención
y feria Internacional, La Habana, Cuba.
Smith, H. (2021). How Video Games Benefit Students With Special Needs. AANE.
https://www.aane.org/video-games-benefit-students-special-needs/
The Open University. (2021). Accessibility of eLearning. Open Learn.

https://www.open.edu/openlearn/education-development/education-careers/accessibility-elearning/
content-section-1.2
Zubair, M. S., Brown, D. J., Hughes-Roberts, T., & Bates, M. (2021). Designing accessible visual
programming tools for children with autism spectrum condition. Universal Access in the Information
Society, 1-20.

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Pontificia Universidad Católica del Perú

DESCRIPCIÓN DEL SECTOR

El desarrollo de un LMS, se ve delimitado por el uso excesivo de herramientas automáticas para la

ESTADO DE SITUACIÓN ACTUAL

Se han realizado diversos estudios y evaluaciones generales de accesibilidad web en plataformas de

Bureau of Education & Research: https://www.ber.org/store/products/Facilitating-the-Classroom-

Organization for Autism Research (Oar): https://researchautism.org/online-education-autism/

Cypher Learning : https://blog.neolms.com/ai-changing-special-education/

The Law Society: https://learn.lawsociety.org.uk/accessibilty/

Embrace Learning: https://www.embrace-learning.com/learning-disability-training/

UNIVERSIDADES QUE TRABAJAN EN EL TEMA

PAISES QUE TRABAJAN EN EL TEMA

 Accessibility and asperger

Título: Effects of attentional focus on motor learning in children with autism

Título: Innovative technological advancements to improve cognitive and social

 Software and asperger

Título: Episodic memory and self-awareness in Asperger Syndrome: Analysis of

Título: Computer-based interventions to improve social and emotional skills in

Título: Quantitative and qualitative characteristics of the school and home

Título: Early autism screening: A comprehensive review

 virtual AND learning AND environment AND asperger

Título: Digital Interventions for Autism Spectrum Disorder: A Meta-analysis

Título: Inclusion of immersive virtual learning environments and visual control

Título: Virtual reality as a tool for enhancing learning in at-risk students and

Información recopilada utilizado la herramienta BIZNAR

 virtual AND learning AND environment AND asperger

Título: What Is Asperger Syndrome?

Resumen: Asperger syndrome, or Asperger’s, is a previously

Typical to strong verbal language skills and

 Accessibility and asperger

Título: How Video Games Benefit Students With Special

Información recopilada utilizando la herramienta Carrot2

 "accessibility software" and asperger

Título: Accesibilidad en código abierto para personas

Resumen: Durante mucho tiempo, el trastorno por déficit

Título: Software y tecnologías diseñados para personas con

Resumen: Software developers, designers and researchers have

Título: UNIVERSAL DESIGN in Higher Education

Título: Disabled people and the Web: User-based measurement of

 "accessibility evaluation" and asperger

Título: Accessibility of eLearning

Título: Development of Evaluation Indicators for Web-based Agricultural

Resumen: The importance of information system evaluation has increased

Título: Website accessibility in Australia and the national transition strategy:

Título: Designing accessible visual programming tools for children with

Resumen: Visual programming tools allow users to create interactive media

Título: Managing Affective-learning THrough Intelligent atoms and Smart

Título: Online e-learning and cognitive disabilities: A systematic review

Palabras clave (PC)

Palabras clave en inglés Palabras clave en español Sinónimos y acrónimos

"accessibility software" and asperger

"accessibility evaluation" and asperger

Accessibility and asperger

Software and asperger

1. ADVANCES IN COMPUTER-BASED EDUCATION ARE SEEN AS AN EFFECTIVE WAY OF ASSISTANCE

The Open University. (2021). Accessibility of eLearning. Open Learn.

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