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Evaluation of authoring tools under ATAG and WCAG recommendations

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Abstract

Authoring tools are software programs that allow users to create learning content, lessons, and courses, usually to be used in virtual learning environments. These tools are a reasonable choice for novice users, as they use pre-programmed elements and do not require specific programming skills. However, they do not always meet accessibility guidelines, nor do they ensure that the educational content generated through them is accessible. This study first evaluates the accessibility of four popular free open-source authoring tools based on the ATAG recommendations. Then it evaluates the accessibility of the educational content generated through them based on the WCAG recommendations. These evaluations allow us to identify the level of accessibility of the authoring tools and their potential to help people with disabilities to become not only consumers but also producers of accessible educational content. We conclude that, while much work remains to be done to ensure accessibility, authoring tools are a potential key to effective social inclusion. Based on the findings of this study, we establish a set of recommendations for stakeholders to help close some gaps regarding accessibility.

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Data availability

The documentation that supports our study is available at https://osf.io/srvbc/?view_only=d44d88cd3bc641f0a15c24f75df12117.

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Authors and Affiliations

  1. Universidad Internacional de La Rioja, La Rioja, Spain

    Silvia Baldiris & Daniel Burgos

  2. Ibarra, Ecuador

    David Vargas

  3. Universidad Católica de Oriente, Rionegro, Colombia

    Juan Garzón

  4. Fundación Universitaria Konrad Lorenz, Bogotá, Colombia

    Cecilia Ávila-Garzón

Authors
  1. Silvia Baldiris
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  2. David Vargas
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  3. Juan Garzón
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  4. Cecilia Ávila-Garzón
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  5. Daniel Burgos
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Correspondence to Juan Garzón.

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Baldiris, S., Vargas, D., Garzón, J. et al. Evaluation of authoring tools under ATAG and WCAG recommendations. Univ Access Inf Soc 22, 919–930 (2023). https://doi.org/10.1007/s10209-022-00904-9

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