Ambiente virtual acessível baseado na aprendizagem baseada em desafios: avaliação da usabilidade, da inclusão e da percepção da aprendizagem em uma telesecundária de Veracruz, México
DOI:
https://doi.org/10.35622/j.rie.2026.03.004Palavras-chave:
aprendizagem ativa, aprendizagem on-line, educação inclusiva, ensino secundário, tecnologia educacionalResumo
No ensino secundário, a incorporação de ambientes virtuais de aprendizagem enfrenta desafios relacionados à acessibilidade, à participação equitativa e ao atendimento à diversidade estudantil. Nesse sentido, o objetivo foi avaliar a implementação de um ambiente virtual de aprendizagem acessível, baseado na Aprendizagem Baseada em Desafios, considerando a usabilidade, a acessibilidade, a adaptabilidade e a percepção da aprendizagem em estudantes do ensino secundário. O estudo foi desenvolvido sob uma abordagem quantitativa, de alcance descritivo, no âmbito de uma intervenção educativa. A amostra foi composta por 28 estudantes de uma telesecundária do município de Xalapa, Veracruz, México. A intervenção foi desenvolvida em cinco fases: diagnóstico, desenho baseado nos princípios do Desenho Universal para a Aprendizagem, desenvolvimento, implementação e avaliação do AVA. Para a coleta de dados, foram utilizados um questionário estruturado e a System Usability Scale (SUS). Os resultados mostraram uma pontuação média de 84,6 na escala SUS, indicando um alto nível de usabilidade. Em relação à acessibilidade, 70% dos estudantes reconheceram que os recursos implementados foram fáceis de aprender a utilizar; quanto à adaptabilidade, 80% confirmaram que a plataforma lhes permitiu personalizar sua aprendizagem. Conclui-se que o ambiente virtual implementado apresentou níveis adequados de usabilidade e uma percepção favorável da aprendizagem, evidenciando sua pertinência como recurso educacional acessível e funcional para estudantes do ensino secundário.
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Direitos autorais (c) 2026 Alma Otero Escobar, Mayra Méndez Anota (Autor/a)
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
