Abstract

We live in a time of expansion and popularization of the processes of acquisition, retention, and sharing of knowledge in virtual media. Platforms geared towards digital learning now play a fundamental role in mediating knowledge processes. Many of them already use gamification with the use of game elements to increase engagement and stimulate the participants’ immersion and flow status. But in addition to the development of dynamic platforms that enhance learning, it is essential that they are accessible to disabled people, allowing gamification resources and interactions between participants to be used by any audience, including people with visual and hearing disabilities. From this premise, this research problematizes the need to think from the initial project on the accessibility tools of an LMS following the recommendations prepared by groups such as the World Wide Web Consortium (W3C) and Global Learning Consortium (GLC), including Web Accessibility Initiative - World Wide Web Consortium (WAI-W3C), IMS GLC - Accessibility Guidelines (IMS GLC-ACC) and Web Accessibility Initiative - Accessible Rich Internet Applications (WAI-ARIA). In addition to studies for the development of accessible LMS, this research also presents the use of gamification strategies and design thinking in the development process, also using the method called Design Science Research to define the steps, thus seeking to promote engagement and immersion of the team, stimulating practical experiences with the gamification process. For the result, the proposal for the development of accessible LMS based on gamification and design thinking strategies is presented, with explicit use in the phases of empathy, definition, and ideation.

Highlights

  • Technological advances in the areas of computing, software development, internet, internet of things, cloud computing, and several other areas that encompass the New Information and Communication Technologies (ICT) brought changes in work routines, education, and even in social relationships

  • We propose the development of accessible environments based on the recommendations made by groups such as the World Wide Web Consortium (W3C) and Global Learning Consortium (GLC), including Web Accessibility Initiative - World Wide Web Consortium (WAI-W3C), IMS GLC - Accessibility Guidelines (IMS GLC-ACC) and Web Accessibility Initiative - Accessible Rich Internet Applications (WAI-ARIA) and [26] proposal, in which he proposed based on the web accessibility guidelines, on universal design and their possibilities to promote inclusion in Learning Objects accessible to people with visual impairments and people with hearing impairments

  • The research develops the proposal for software development actions so that gamified Learning Management System (LMS) can be designed and programmed through design thinking, having gamified resources in the development process, encouraging the use of WCAG (Web Content Accessibility Guidelines) accessibility guidelines and WAI-ARIA (Web Accessibility Initiative - Accessible Rich Internet Applications)

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Summary

Introduction

Technological advances in the areas of computing, software development, internet, internet of things, cloud computing, and several other areas that encompass the New Information and Communication Technologies (ICT) brought changes in work routines, education, and even in social relationships. According to [1, 2], the Information Society or Knowledge Society is a phenomenon in which different instances (social, political, cultural, educational) are mediated by technological means This new articulation allowed the consolidation of several remote activities such as virtual work, online classes, virtual communities for the development of activities of various kinds, providing new forms of the process of generating, acquiring, retaining, and sharing knowledge, with the emergence of platforms dedicated to formal and informal teaching-learning processes in digital media. Starting from the ICTs, the concepts of digital and media literacy, and the processes of knowledge sharing in LMS, we enter into the contemporary proposals of the use of gamification for the development and consumption of teaching-learning platforms and contents From this introduction, the chapter structure presents the methodology used, the gamification relationships with accessible LMS, the use of Design Thinking as a model for building the gamification process, the importance of developing accessible LMS, strategies for the development of accessible platforms from gamification and design thinking, and the conclusions and proposals of future works

Methodology
Gamification and accessible LMS
Design thinking as a model for building the gamification process
The disabled person and accessibility feature in LMS
The person with sight loss
The person with hearing loss
Gamification
Gamified development steps
Score ranking
Trophies
Step I—empathy
Step III—ideation
Conclusion
Future steps
Full Text
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