Experimentos virtuais acessíveis: estudo sobre inclusão em um laboratório remoto de física

Abstract

This research aimed to analyze the usability of remote experiments after the implementation of digital accessibility features, based on Universal Design for Learning (UDL) and the Web Content Accessibility Guidelines (WCAG). To achieve this, improvements in digital accessibility were developed for an experiment in the Remote Physics Laboratory at the Federal University of Itajubá (UNIFEI), focusing on the experience of users with visual impairments. The research was structured in five main stages: (i) initial automatic validation, using the AccessMonitor validator to identify accessibility barriers; (ii) implementation of the WCAG recommendations combined with UDL principles, promoting multiple means of representation, action, and engagement; (iii) new automatic validation, evaluating the effectiveness of the adjustments made; (iv) manual validation, deepening the analysis with qualitative tests; and (v) real-user testing, assessing usability in practice and collecting feedback for refinement of the improvements. The results showed that the integration of UDL and WCAG guidelines significantly contributed to the accessibility and usability of the virtual environment. There was a progressive increase in the accessibility scores of AccessMonitor throughout the implementation stages, reflecting the effectiveness of the adjustments. Additionally, real-user testing confirmed that previously identified barriers were mitigated, ensuring greater autonomy in navigation and interaction with the remote experiment. It was concluded that the continuous adoption of validation processes—both automated and manual—and the active listening of users with disabilities are key strategies for ensuring digital accessibility. The study emphasizes the need for periodic reviews and highlights the potential of UDL as a structuring model to make remote laboratories more inclusive. For future research, it is recommended to expand the analysis to other disabilities and to implement new features that promote an even more equitable educational experience.