Accessible virtual environment based on challenge-based learning: evaluation of usability, inclusion, and learning perception in a telesecundaria in Veracruz, Mexico
DOI:
https://doi.org/10.35622/j.rie.2026.03.004Keywords:
active learning, educational technology, inclusive education, online learningAbstract
In secondary education, the incorporation of virtual learning environments faces challenges related to accessibility, equitable participation, and attention to student diversity. In this regard, the objective was to evaluate the implementation of an accessible virtual learning environment based on Challenge-Based Learning, considering usability, accessibility, adaptability, and the perception of learning among secondary school students. The study followed a quantitative approach with a descriptive scope, within the framework of an educational intervention. The sample consisted of 28 students from a telesecundaria school in the municipality of Xalapa, Veracruz, Mexico. The intervention was developed in five phases: diagnosis, design based on the principles of Universal Design for Learning, development, implementation, and evaluation of the VLE. A structured questionnaire and the System Usability Scale (SUS) were used for data collection. The results showed an average score of 84.6 on the SUS scale, indicating a high level of usability. Regarding accessibility, 70% of the students reported that the implemented resources were easy to learn to use; in terms of adaptability, 80% confirmed that the platform allowed them to personalize their learning. It is concluded that the implemented virtual environment presented adequate levels of usability and a favorable perception of learning, demonstrating its relevance as an accessible and functional educational resource for secondary school students.
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Copyright (c) 2026 Alma Otero Escobar, Mayra Méndez Anota (Autor/a)
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