تعیین شاخص‌های ارزیابی دسترس‌پذیری محیط تعامل در سامانه‌های آموزش مجازی با بهره‌گیری از روش BWM

نویسندگان
1 گروه علم اطلاعات و دانش‌شناسی دانشگاه قم، قم، ایران
2 دانشگاه علوم پزشکی و خدمات بهداشتی درمانی قم
3 گروه علم اطلاعات و دانش‌شناسی دانشگاه قم، کارمند دانشگاه حضرت معصومه (س)، قم، ایران
چکیده
زمینه و هدف: هدف از پژوهش حاضر شناسایی و اولویت‌بندی شاخص‌های ارزیابی قابلیت‌های دسترس‌پذیری محیط تعامل در سامانه‌های آموزش مجازی است.

روش پژوهش: در مرحله اول تحقیق، برای شناسایی شاخص‌های ارزیابی از شاخص‌های مندرج در ایزو ۹۲۴۱، سیاهه‌ای بومی‌سازی شده منطبق با سامانه‌های آموزش مجازی در داخل کشور تهیه شد. سپس با بهره‌گیری از روش دلفی فازی و نظرات خبرگان از نظام آموزش عالی کشور، شاخص‌های شناسایی شده، تعدیل و نهایی شدند. در مرحله بعد این شاخص‌ها با استفاده از روش BWM از دیدگاه صاحب‌نظران حوزه دسترس‌پذیری سامانه‌های آموزشی و یادگیری الکترونیکی اولویت‌بندی و میزان اهمیت آن‌ها مشخص شد.

نتایج: چارچوب نهایی شاخص‌های ارزیابی قابلیت‌های دسترس‌پذیری محیط تعامل (رابط کاربری) سامانه‌های آموزش مجازی در چهار شاخص کلی (رهنمودهای عمومی و ملزومات، ورودی‌ها، خروجی‌ها، خدمات پشتیبانی، کمک و مستندسازی آنلاین) و با ۲۴ زیرشاخص تدوین و اولویت‌بندی شد. بدین منظور از نرم‌افزار لینگو استفاده شد. بر اساس یافته‌های پژوهش مؤلفه«سازگاری با فناوری‌های دسترس‌پذیری‌ساز» رتبه اول را در بین تمامی زیر شاخص‌ها کسب کرد. مؤلفه «مستندسازی آنلاین» رتبه دوم و «تنظیم سطوح دسترس‌پذیری» رتبه سوم را کسب کردند. آخرین رتبه نیز (رتبه ۲۴) به «دوربین» تعلق گرفت.

نتیجه‌گیری: اتفاق‌نظری در مورد چارچوب استاندارد برای ارزیابی قابلیت دسترس‌پذیری سامانه‌های آموزش مجازی وجود ندارد. در بیان کلی باید گفت با مرور تحقیقات انجام شده در این حوزه، خلأ تحقیقاتی در زمینه عدم شناسایی همه‌جانبه و ارائه تصویر کلی و منسجم جهت ارزیابی دسترس‌پذیری محیط تعامل در سامانه‌های آموزش مجازی دیده شد و این نتیجه حاصل شد که برای بهبود استفاده از سامانه‌های آموزش مجازی، شناسایی و اولویت‌بندی عوامل مرتبط با ارزیابی قابلیت دسترس‌پذیری سامانه‌های آموزش مجازی ضروری است. از نوآوری مقاله حاضر، ارائه چارچوبی جامع برای شناسایی و اولویت‌بندی شاخص‌های ارزیابی دسترس‌پذیری محیط تعاملی در سامانه‌های آموزش مجازی به‌صورت بومی شده برای کشور است. سرعت اینترنت در ایران بالا نیست و روشن‌کردن دوربین در زمان برگزاری کلاس‌های مجازی به علت حجم بالای اینترنتی که مصرف می‌کند باعث قطع اتصال و ارتباط فی‌مابین است. جامعه آماری پژوهش به این حقیقت واقف بوده‌اند، به همین خاطر باتوجه‌به شرایط موجود کمترین وزن را به این شاخص اختصاص دادند.
کلیدواژه‌ها

عنوان مقاله English

Determining user interface accessibility evaluation indicators in virtual education systems using the BWM method

نویسندگان English

yaghoub Norouzi 1
Nayereh JafariFar 2
zahra bighlari 3
1 Department of Knowledge and Information Science. Department of Knowledge and Information Science, University of Qom, Iran
2 MSc in Knowledge and Information Science; Department of Knowledge and Information Science; Qom University of Medical Sciences, Qom, Iran.
3 MSc in Knowledge and Information Science; Department of Knowledge and Information Science; the University of Qom, Hazrat-e Ma’soumeh University (HMU), Qom. Iran
چکیده English

purpose: The article aims to identify and prioritize indicators for evaluating the accessibility capabilities of the user interface in virtual education systems.

Methodology: In step 1, to identify the evaluation indicators from the indicators listed in ISO 9241, a localized checklist was prepared by the virtual education systems inside the country. Then, using the Fuzzy Delphi method and the opinions of experts from the higher education system of Iran in the field of accessibility of education and e-learning systems, the identified indicators were modified and finalized. In the next step, these indicators were prioritized using the BWM method from the point of view of experts, and their importance was determined.

Findings: The final framework of indicators for evaluating the accessibility capabilities of the interaction environment (user interface) of virtual education systems was compiled and prioritized in four general indicators (general guidelines and requirements, inputs, outputs, support services, help, and online documentation) and 24 sub-indices. For this purpose, LINGO software was used. Based on the findings of the research, the component "Compatibility with accessible technologies" won the first rank among all sub-indices. The component "online documentation" was ranked second and "setting accessibility levels" was ranked third. The last rank (rank 24) was awarded to "Camera".

Conclusion: There is no consensus on the standard framework for evaluating the accessibility of virtual education systems. The review of the conducted research showed that there is a research gap in the field of not comprehensively identifying and presenting a comprehensive and coherent picture to evaluate the accessibility of the interaction environment in virtual education systems and it was concluded that to improve the use of virtual education systems, identifying and prioritizing the factors It is necessary to evaluate the accessibility of virtual education systems. The innovation of this article is to provide a comprehensive framework for identifying and prioritizing the accessibility evaluation indicators of the interactive environment in virtual education systems localized for the country. The internet speed in Iran is not high and turning on the camera during virtual classes due to the high volume of the internet it consumes causes disconnection and communication between them. The statistical community of the research was aware of this fact, therefore, according to the existing conditions, they assigned the least weight to this index.

کلیدواژه‌ها English

accessibility
Fuzzy Delphi
User interface
best-worst method (BWM)
virtual education system
interactive environment
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