**5. The disabled person and accessibility feature in LMS**

People with any type of disability have always lived on the margins of society for centuries. According to [23], the history of prejudice has always been present and many people have been placed on the margins of society because they have some type of disability. The search for inclusion begins to occur mainly in the post-1960s period, as a result of the struggle of organizations working to defend the rights of disabled people. Through innumerable guidelines, regulations and norms carried out, actions emerge that mobilize the path of social inclusion. In the search for rights, a very important motto for disabled people arises: "Nothing About Us Without Us". According to [25], the motto communicates the idea that no policy or decision regarding the rights of disabled people without the full and direct participation of the members of the group affected by this policy. The author also points out that in the words of the disabled person, there would be the understanding that "no matter how good the intentions of non-disabled people, public agencies, companies, social institutions or society in general, we no longer accept to receive results forged against us, even for our benefit."

*The Role of Gamification in Software Development Lifecycle*

tion, ideation, experimentation, and evolution.

relationships through empathy.

effectively and with public feedback.

and errors, redefining the product.

Analyzing the use of the Design Thinking approach to education and the gamification process, we can see the possibility of applying some of the concepts proposed by [18] such as empathy, prototyping, and design of experiences. In this perspective, the gamification process based on design thinking must work with the construction of a platform and its contents using steps like discovery, interpreta-

As [19] point out, this type of development must be collaborative and integrated, with group-oriented actions, collective participation in decision-making, self-regulating coordination, systemically organized thinking, and by building

Design thinking associated with gamification seeks to optimize products by matching human needs with available technical resources and considering the practical constraints of the projects. Thus, in the development of gamified platforms under the precepts of design thinking, the teacher and the team of developers carry out an intense investigation of how the platform and its contents meet the needs of students, as well as how to create added value for students who use it. To [20] the design thinking process is essentially centered on the human being who emphasizes observation, collaboration, rapid learning, visualization of ideas, rapid construction of prototypes, learning from failures, allowing a project to be validated more

This project model used in gamification in education contributes to the development of platforms closer to the needs of students, since, according to [21], agents are organized based on behaviors derived from mental models, focused on insights, observation and empathy, linked to other concepts of design thinking such as collaboration, creation, experimentation, and prototyping. From the initial ideas, one can use premises and hypotheses developed from the students' experiences, bringing to their content the insights; the "collaboration" process with the multidisciplinary team; the creation of prototypes in a simplistic and objective way, and experimentation of prototypes with students to collect feedback on inconsistencies

This process should always be guided by the student's needs, raised at the beginning of the project and the premises of knowledge construction through game strategies that, according to [22] mobilizes students to interact with the gamified environment receiving immediate feedback of their actions, being able to interpret their choices according to their goals. When they continuously repeat this cycle (action-feedback-interpretation) it allows players to gradually develop their cognitive abilities. Combined with design thinking, gamification allows developers and users to benefit from these processes, allowing LMS to be thought of since its development with triggers to stimulate immersion and the "Flow State", defined as "an activity carried out without the expectation of any future benefit, but simply

because doing it is the reward itself" [22]. **Figure 2** shows the flow path:

The Theory of Flow by Csikszentmihalyi presents how some experiences can take its participant to a Flow state. Mihaly created the autotelic experience model, considered "a self-sufficient activity, carried out without the expectation of any future benefit, but simply because doing it is the reward itself" [22]. With the proposal to develop an accessible LMS with gamification we intend to promote this flow from A1 to A4, promoting students and developers of different profiles to rise from their challenges occurring according to their ability (A1). When starting the path, the Flow state is suggested, but this soon turns into boredom (A2), as the skills have already increased and no longer correspond to the initial challenge. But as soon as a new challenge is proposed, the feeling becomes anxiety (A3), since now the person intends to overcome this new challenge and reach the Flow state (A4) again.

**92**

Ref. [25] also points out that inclusion is necessary, as it cannot be seen as a utopia, but a possibility before the eyes against prejudices and masked forms of exclusion. It is not possible to think about inclusion without fighting the processes of exclusion inherent in life in society.

In this research, 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. According to the researcher, to promote accessibility in digital content, varied media such as texts, audio, videos, animated images, static images, etc. should be used. The guidelines created provide recommendations for making media elements accessible by making alternative media available.

According to [26] alternative media are alternative content which function as an extension of equivalent content and are provided in different ways, but with the same ultimate learning objective. Alternative texts can be considered alternative texts; textual transcription of the video; extended audio description; audio description synchronized with the video; subtitles or captions for sounds; sign language interpretation for sounds. Equivalent media, on the other hand, are content identical to each other, but provided in a different mode, for example, a text available in the LMS and the same text associated with a file for printing in Braille.

But in addition to the recommendations of the W3C and GLC groups - categorization of menus and submenus and high-contrast, for example, the researcher also proposed as alternative media to ensure accessibility the use of resources that must be available to be activated in digital environments such as printing Braille text, audio description, sign language, subtitles for the deaf and people with hearing loss.

The general organization of the media and the alternatives required to ensure accessibility of the content must be thought of from the initial design of an LMS, promoting the native development of the environment to ensure accessibility. Using the proposed by [26], this research makes an initial cut for the development of accessibility in LMS for people with visual impairment and people with hearing impairment, presenting some peculiarities in the next items.

#### **5.1 The person with sight loss**

For educators, the concern with blindness focuses on the necessary and appropriate conditions for satisfactory development and learning. The moment in which blindness occurs is also important. For [27] "the person who is born blind, who establishes his object relations, structures his ego, and organizes all of his cognitive structure from hearing, touch, kinesthesia, smell, and taste, differs from someone who loses their vision after their development has already occurred". This distinction is made because the perceptions constructed by those who have had visual acuity are imagery.

The references of those who were born blind - or became blind until the age of 5 - are built and centered in other senses, having a different perception of the world in relation to those who have low vision or acquired blindness. Thus, this relationship with the imagery world is compromised but this does not mean the loss of their ability to understand. Researchers start to emphasize the disabled person as a social being in which, their marginalization in relation to the world deprives them of a development of the senses. [28] brought this reflection in relation to the

**95**

*Accessible Learning Management System (LMS) for Disabled People: Project Development…*

to approach the culture and context of the person with vision.

construction of identity, pointing out that blindness is not a defect, a lack, a weakness, but in some sense, it is also the origin of a new manifestation of skills, an additional, a strength - however strange and paradoxical that this idea may seem. The researcher starts to interpret the lack of a sense - the vision - as a means of linking a process of improvement of the other cognitions, in which they start to develop and refine the touch, smell, and hearing to compensate for the loss of vision. In relation to learning, [29] point out that the individuality of each person, in a more latent way for the visually impaired due to their lack or reduced vision, makes the learning processing mode also present specific characteristics, combining remaining sensory information for the mental construction of space. The researchers reinforce the value of language and the social experience it provides among people with sight loss and people with vision. Through language, the visually impaired individual is able

Thus, it is essential that the materials available on the internet and in VLE have alternative media resources (such as text resources with larger sources or audio description, for example) to provide access and mediation to language and knowledge. As previously mentioned, the process of knowing and relating to the world goes through the process of language acquisition and mastery that can be of an oral,

Hearing loss is expressed by the reduction or absence of the ability to perceive sounds. According to [30] it can be understood as a type of sensory deprivation whose common symptom is an abnormal reaction to the sound stimulus, expressing the hearing loss through deafness or low hearing. For [31], deafness is called the decrease in the capacity of normal perception of sounds, and is considered as being deaf the person whose hearing is not functional in ordinary life. Many people

By having their capacity for sound perception reduced, the person with hearing loss has difficulty understanding the language used through orality - which has its expressive mark in the sound expression, in synchrony with the gestural. [32], define that it is through language that human beings establish communication with others around them, thus allowing the production of new knowledge. When sensory factors (such as hearing loss, for example) prevent oral language from being established, new forms of linguistic manifestation begin to emerge, such as visual and sign language, which allows the deaf person to have a new possibility of contact with the world, because the insertion of a deaf person in the digital environment faces the same challenges already experienced throughout their history. If, on the one hand, the standards established by WCAG 2.0 favor the accessibility of disabled people in the web environment, on the other hand, the question of language

It can be seen that although there are different definitions and categorizations for hearing loss, it should be understood here that promoting accessibility on the web and VLE for people with any type of hearing loss, regardless of the language it

Another important point is the relationship of language built in these environments and their adaptations to promote accessibility. [33] point out that research related to didactic content for people with hearing loss in virtual environments points out the need to adapt short texts, reduce difficult vocabulary, use images to introduce a concept, use -when necessary- video with a Brazilian Sign Language interpreter, videos with sizes suitable for visualization of sign language and lip read-

written, visual, and gestural nature, mediated by different cognitive senses.

develop hearing problems throughout their lives, due to accidents or illness.

remains the obstacle that separates the deaf from their first language.

*DOI: http://dx.doi.org/10.5772/intechopen.97410*

**5.2 The person with hearing loss**

expresses, is a step to reduce exclusion.

ing, adequate presentation speed, clear navigation.

#### *Accessible Learning Management System (LMS) for Disabled People: Project Development… DOI: http://dx.doi.org/10.5772/intechopen.97410*

construction of identity, pointing out that blindness is not a defect, a lack, a weakness, but in some sense, it is also the origin of a new manifestation of skills, an additional, a strength - however strange and paradoxical that this idea may seem. The researcher starts to interpret the lack of a sense - the vision - as a means of linking a process of improvement of the other cognitions, in which they start to develop and refine the touch, smell, and hearing to compensate for the loss of vision. In relation to learning, [29] point out that the individuality of each person, in a more latent way for the visually impaired due to their lack or reduced vision, makes the learning processing mode also present specific characteristics, combining remaining sensory information for the mental construction of space. The researchers reinforce the value of language and the social experience it provides among people with sight loss and people with vision. Through language, the visually impaired individual is able to approach the culture and context of the person with vision.

Thus, it is essential that the materials available on the internet and in VLE have alternative media resources (such as text resources with larger sources or audio description, for example) to provide access and mediation to language and knowledge. As previously mentioned, the process of knowing and relating to the world goes through the process of language acquisition and mastery that can be of an oral, written, visual, and gestural nature, mediated by different cognitive senses.

#### **5.2 The person with hearing loss**

*The Role of Gamification in Software Development Lifecycle*

of exclusion inherent in life in society.

Ref. [25] also points out that inclusion is necessary, as it cannot be seen as a utopia, but a possibility before the eyes against prejudices and masked forms of exclusion. It is not possible to think about inclusion without fighting the processes

In this research, 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. According to the researcher, to promote accessibility in digital content, varied media such as texts, audio, videos, animated images, static images, etc. should be used. The guidelines created provide recommendations

for making media elements accessible by making alternative media available.

the LMS and the same text associated with a file for printing in Braille.

impairment, presenting some peculiarities in the next items.

**5.1 The person with sight loss**

acuity are imagery.

According to [26] alternative media are alternative content which function as an extension of equivalent content and are provided in different ways, but with the same ultimate learning objective. Alternative texts can be considered alternative texts; textual transcription of the video; extended audio description; audio description synchronized with the video; subtitles or captions for sounds; sign language interpretation for sounds. Equivalent media, on the other hand, are content identical to each other, but provided in a different mode, for example, a text available in

But in addition to the recommendations of the W3C and GLC groups - categorization of menus and submenus and high-contrast, for example, the researcher also proposed as alternative media to ensure accessibility the use of resources that must be available to be activated in digital environments such as printing Braille text, audio description, sign language, subtitles for the deaf and people with hearing loss. The general organization of the media and the alternatives required to ensure accessibility of the content must be thought of from the initial design of an LMS, promoting the native development of the environment to ensure accessibility. Using the proposed by [26], this research makes an initial cut for the development of accessibility in LMS for people with visual impairment and people with hearing

For educators, the concern with blindness focuses on the necessary and appropriate conditions for satisfactory development and learning. The moment in which blindness occurs is also important. For [27] "the person who is born blind, who establishes his object relations, structures his ego, and organizes all of his cognitive structure from hearing, touch, kinesthesia, smell, and taste, differs from someone who loses their vision after their development has already occurred". This distinction is made because the perceptions constructed by those who have had visual

The references of those who were born blind - or became blind until the age of 5 - are built and centered in other senses, having a different perception of the world in relation to those who have low vision or acquired blindness. Thus, this relationship with the imagery world is compromised but this does not mean the loss of their ability to understand. Researchers start to emphasize the disabled person as a social being in which, their marginalization in relation to the world deprives them of a development of the senses. [28] brought this reflection in relation to the

**94**

Hearing loss is expressed by the reduction or absence of the ability to perceive sounds. According to [30] it can be understood as a type of sensory deprivation whose common symptom is an abnormal reaction to the sound stimulus, expressing the hearing loss through deafness or low hearing. For [31], deafness is called the decrease in the capacity of normal perception of sounds, and is considered as being deaf the person whose hearing is not functional in ordinary life. Many people develop hearing problems throughout their lives, due to accidents or illness.

By having their capacity for sound perception reduced, the person with hearing loss has difficulty understanding the language used through orality - which has its expressive mark in the sound expression, in synchrony with the gestural. [32], define that it is through language that human beings establish communication with others around them, thus allowing the production of new knowledge. When sensory factors (such as hearing loss, for example) prevent oral language from being established, new forms of linguistic manifestation begin to emerge, such as visual and sign language, which allows the deaf person to have a new possibility of contact with the world, because the insertion of a deaf person in the digital environment faces the same challenges already experienced throughout their history. If, on the one hand, the standards established by WCAG 2.0 favor the accessibility of disabled people in the web environment, on the other hand, the question of language remains the obstacle that separates the deaf from their first language.

It can be seen that although there are different definitions and categorizations for hearing loss, it should be understood here that promoting accessibility on the web and VLE for people with any type of hearing loss, regardless of the language it expresses, is a step to reduce exclusion.

Another important point is the relationship of language built in these environments and their adaptations to promote accessibility. [33] point out that research related to didactic content for people with hearing loss in virtual environments points out the need to adapt short texts, reduce difficult vocabulary, use images to introduce a concept, use -when necessary- video with a Brazilian Sign Language interpreter, videos with sizes suitable for visualization of sign language and lip reading, adequate presentation speed, clear navigation.

When thinking about the precepts of web accessibility, we bring the concept of universal design, which, according to [34], is defined as a product, a physical environment or information, which must be accessed, understood, and used without the need for adaptation, modification or use of specialized solutions by anyone, regardless of their skills or disabilities. For an accessible LMS, the validation of the Universal Design concept only occurs when people with any type of disability or restrictions can have access to a product, physical environment or information.

Regarding the web, some sites are already looking to make adaptations for accessibility, but there is still much to be done. The WCAG guide and the W3C web "Accessibility Booklet" present the main idea contained in the Universal Design that the projected world should adapt as best as possible to all people, instead of requiring a great effort to adapt. However, most websites and LMS available on the Internet do not yet have accessible resources such as audio description, subtitles and sign language translation. Thus, the use of Universal Design means a big step towards an increasingly more inclusive world, which adapts to the different skills and needs of people, with less individual adaptive effort.

### **6. Strategies for developing accessible platforms from gamification and design thinking**

For the development of accessible education and learning platforms, let us start with the theoretical framework related to the development of computer systems. According to [35], quality in Software Engineering must be directed taking into account three aspects: product quality, quality of the development process and quality of the development team. [35, 36] consider that the processes used to develop the software are directly linked to the quality of the product. Regarding development standards and quality, [37] considers that it is not uncommon for software development companies to deliver their products with features that were not requested by users, with delays in the schedule and low quality of the final product. Some processes are indicated by the authors, which show that many organizations that have adopted agile methodologies for software development has several benefits as result: more satisfied customers, better rates of return on investment, reduced development costs, faster results, among others.

Associated with agile methodologies, gamification and design thinking can be used to produce environments with accessibility.

For [38], one of the main objectives of agile software development is to develop the software more quickly and with quality through a series of iterations (short periods of time) that are feasible in terms of cost and time. Each iteration produces a version of the software bringing business value to the customer in a way that ensures that the defined requirements have been implemented.

Unlike traditional software development methods, agile methods are marked for being more collaborative and for encouraging team interaction through constant communication [39]. For [40], "We are discovering better ways to develop software by doing it ourselves and helping others to do it. Through this work, we started to value individuals and interaction between them more than processes and tools; Software in operation more than comprehensive documentation; Collaboration with the client more than contract negotiation; Responding to change rather than following a plan." The 'Agile Manifesto' does not reject processes and tools, documentation, contract negotiation, or planning, but it simply shows that they are of secondary importance when compared to individuals and interactions, with the software being executable, with customer collaboration and quick responses to changes and changes.

**97**

**Figure 3.**

*authors.*

*Accessible Learning Management System (LMS) for Disabled People: Project Development…*

accessibility guidelines in education platforms, as shown in **Figure 3**.

discovery; definition, and ideation of design thinking.

solutions of the points presented in Theory of Flow.

carried out, taking into account how the design of the artifact.

Based on what was proposed by [41], the use of design thinking for the process of developing accessible platforms is possible through the organization of multidisciplinary teams, with research teams from the design areas; programming; communication and accessibility specialist consultants. Starting from Theory of Flow, it was listed which premises could be followed in the stages of Empath, Definition, and Ideation, correlating to these processes the concepts of gamification and the

The figure presented in the research "Gamification in Education Through Design

Thinking" presents the confluence and the different definitions of the theory of flow, design thinking, gamification, and accessibility in the phases of empathy/

*Empath:* in this phase, the process is user-centered, for the user to immerse, engage, and observe. The development teams use bibliographic research, the mapping of gamified LMS focused on mathematical concepts and accessible gamified LMS. *Definition:* from the empathy studies presented above, a first definition about the project is sought, synthesizing the concepts raised and presenting the focus of the problem. Again, this step begins looking for definitions that can converge to

*Ideation:* from the focus of the defined problem (making LMS platforms and their gamified tools accessible), solution possibilities are presented and ideation is

*Correlation between the theories presented and the empath, definition, and ideation steps. Source: from the* 

In relation to the method, Design Thinking is associated with the Design Science Research method (see **Figure 1**), with confluent steps in which empathy, definition are associated with "Space of Design" of the DSR, listing requirements and possible solutions to problems and ideation, is associated with the layers of the artifact under construction, presenting the viability, utility and representation of the artifact. The prototype and testing steps are also related to the DSR with the construction of the artifact; and use of the artifact with pilot instantiation and clearance of the artifact. This research does not include the Prototype and Tests phases, as they are subsequent steps for the construction of the prototype based on the concepts presented. In software development, it is also possible to use gamification to promote the encouragement of fulfilling the stages in the processes of agile methodologies. It can be organized through groups of hierarchical and partially ordered challenges that must be overcome, with a developer or a team of developers who need to have various skills, different knowledge and organization of workflows. This concept is directly related to the steps of design thinking presented above; the game mechanics present in gamification and the different stages and sprints present in agile methodologies.

*DOI: http://dx.doi.org/10.5772/intechopen.97410*

#### *Accessible Learning Management System (LMS) for Disabled People: Project Development… DOI: http://dx.doi.org/10.5772/intechopen.97410*

Based on what was proposed by [41], the use of design thinking for the process of developing accessible platforms is possible through the organization of multidisciplinary teams, with research teams from the design areas; programming; communication and accessibility specialist consultants. Starting from Theory of Flow, it was listed which premises could be followed in the stages of Empath, Definition, and Ideation, correlating to these processes the concepts of gamification and the accessibility guidelines in education platforms, as shown in **Figure 3**.

The figure presented in the research "Gamification in Education Through Design Thinking" presents the confluence and the different definitions of the theory of flow, design thinking, gamification, and accessibility in the phases of empathy/ discovery; definition, and ideation of design thinking.

*Empath:* in this phase, the process is user-centered, for the user to immerse, engage, and observe. The development teams use bibliographic research, the mapping of gamified LMS focused on mathematical concepts and accessible gamified LMS.

*Definition:* from the empathy studies presented above, a first definition about the project is sought, synthesizing the concepts raised and presenting the focus of the problem. Again, this step begins looking for definitions that can converge to solutions of the points presented in Theory of Flow.

*Ideation:* from the focus of the defined problem (making LMS platforms and their gamified tools accessible), solution possibilities are presented and ideation is carried out, taking into account how the design of the artifact.

In relation to the method, Design Thinking is associated with the Design Science Research method (see **Figure 1**), with confluent steps in which empathy, definition are associated with "Space of Design" of the DSR, listing requirements and possible solutions to problems and ideation, is associated with the layers of the artifact under construction, presenting the viability, utility and representation of the artifact. The prototype and testing steps are also related to the DSR with the construction of the artifact; and use of the artifact with pilot instantiation and clearance of the artifact.

This research does not include the Prototype and Tests phases, as they are subsequent steps for the construction of the prototype based on the concepts presented.

In software development, it is also possible to use gamification to promote the encouragement of fulfilling the stages in the processes of agile methodologies. It can be organized through groups of hierarchical and partially ordered challenges that must be overcome, with a developer or a team of developers who need to have various skills, different knowledge and organization of workflows. This concept is directly related to the steps of design thinking presented above; the game mechanics present in gamification and the different stages and sprints present in agile methodologies.

#### **Figure 3.**

*Correlation between the theories presented and the empath, definition, and ideation steps. Source: from the authors.*

*The Role of Gamification in Software Development Lifecycle*

and needs of people, with less individual adaptive effort.

development costs, faster results, among others.

used to produce environments with accessibility.

ensures that the defined requirements have been implemented.

**and design thinking**

**6. Strategies for developing accessible platforms from gamification** 

For the development of accessible education and learning platforms, let us start with the theoretical framework related to the development of computer systems. According to [35], quality in Software Engineering must be directed taking into account three aspects: product quality, quality of the development process and quality of the development team. [35, 36] consider that the processes used to develop the software are directly linked to the quality of the product. Regarding development standards and quality, [37] considers that it is not uncommon for software development companies to deliver their products with features that were not requested by users, with delays in the schedule and low quality of the final product. Some processes are indicated by the authors, which show that many organizations that have adopted agile methodologies for software development has several benefits as result: more satisfied customers, better rates of return on investment, reduced

Associated with agile methodologies, gamification and design thinking can be

For [38], one of the main objectives of agile software development is to develop the software more quickly and with quality through a series of iterations (short periods of time) that are feasible in terms of cost and time. Each iteration produces a version of the software bringing business value to the customer in a way that

Unlike traditional software development methods, agile methods are marked for being more collaborative and for encouraging team interaction through constant communication [39]. For [40], "We are discovering better ways to develop software by doing it ourselves and helping others to do it. Through this work, we started to value individuals and interaction between them more than processes and tools; Software in operation more than comprehensive documentation; Collaboration with the client more than contract negotiation; Responding to change rather than following a plan." The 'Agile Manifesto' does not reject processes and tools, documentation, contract negotiation, or planning, but it simply shows that they are of secondary importance when compared to individuals and interactions, with the software being executable, with customer collaboration and quick responses to

When thinking about the precepts of web accessibility, we bring the concept of universal design, which, according to [34], is defined as a product, a physical environment or information, which must be accessed, understood, and used without the need for adaptation, modification or use of specialized solutions by anyone, regardless of their skills or disabilities. For an accessible LMS, the validation of the Universal Design concept only occurs when people with any type of disability or restrictions can have access to a product, physical environment or information. Regarding the web, some sites are already looking to make adaptations for accessibility, but there is still much to be done. The WCAG guide and the W3C web "Accessibility Booklet" present the main idea contained in the Universal Design that the projected world should adapt as best as possible to all people, instead of requiring a great effort to adapt. However, most websites and LMS available on the Internet do not yet have accessible resources such as audio description, subtitles and sign language translation. Thus, the use of Universal Design means a big step towards an increasingly more inclusive world, which adapts to the different skills

**96**

changes and changes.

This set of characteristics can be organized so that they can learn new skills and knowledge, combine them to overcome challenges during development and be rewarded with effective completion after each stage of the journey, whether they get rewards or not, depending on success or failure, respectively.

*Flow State:* The Flow State sought in this work is in the first instance to promote the engagement of developers with gamification strategies during development, and, from the development of web platforms with accessibility, to promote the Flow state in students as well.

The design thinking methodology applied to the project follows the definition of Bootcamp Bootleg by [42]. The approach proposed by [42] is divided into five phases: empathy (user-centered process, to immerse, engage and observe the problem); definition (makes a synthesis, presents a focus of the problem or point of view); ideation (generation of ideas, exploration of solutions); prototyping (producing ideas in a more real context, bringing material character); tests (to redefine solutions and put the prototype in contact with people).

*Accessibility:* As proposed by [43], the process of inserting gamified activities into a learning object must follow the precepts of game design and gamification. The authors [43, 44] use a taxonomy of user satisfaction metrics and intend to extend their studies to the area of Distance Education and to studies on 'Gamification'. [45], starting from [46], presents some characteristics and recommendations for the use of gamification in digital environments. Through this categorization it is possible to use the above precepts for the production of gamified and accessible OA. Thus, the concepts of gamification can also be inserted into the conceptual basis of an LMS.

Based on the categorization made by [44], associated with that proposed by [45, 46], we can list similarities between the two approaches. **Table 1** shows how the concepts can be related by these categories.

Based on the above, engagement is sought based on the application of the precepts of implementing accessibility for people with vision and hearing disabilities in the programming phases, based on accessibility guidelines, to ensure inclusive access for anyone in online environments through friendly and intuitive interfaces.


**99**

*Accessible Learning Management System (LMS) for Disabled People: Project Development…*

Developers should follow 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)1

tions that created parameters of accessibility in websites and virtual environments, of which they are the bases for the development for this research, because currently they are the ones that determine the guidelines of web accessibility, being the basis of the proposal for the recommendations presented for the proposal for the devel-

In relation to the visually impaired person, in order to browse the websites/ web systems, these people make use of assistive technologies, categorized as screen reader software, whose function is to interpret the page code and reproduce by audio through a speech synthesizer. However, the interaction of screen readers on websites will only work properly if certain coding standards are applied in the development, established in the International Web Accessibility Guidelines, which were developed by the Web Accessibility Initiative (WAI), an organ created by the W3C (World Wide Web Consortium). Among these initiatives, the WCAG (Web Content Accessibility Guidelines) and the WAI-ARIA (Web Accessibility Initiative - Accessible Rich Internet Applications) guidelines will be highlighted, a standard created to make dynamic content and applications more accessible, which together with HTML, guarantee a navigation with accessibility for screen reader users.

When a website is not developed thinking about the access of people with vision disabilities, users of assistive technologies of screen readers not following the international standards mentioned may present several accessibility barriers that will hinder or even prevent access to the functionalities for a great number of people. Hearing impaired people, on the other hand, need resources such as the interpretation of texts in sign language and the use of subtitles for the deaf and people with hearing loss. With the use of recommendations, WCAG (Web Content Accessibility Guidelines), and WAI-ARIA, and, with the production of audio description

resources, self-contrast, subtitles for the deaf and people with hearing loss and sign language, it is sought that developers are encouraged to develop these steps with

From what was proposed, it is then presented what are the strategies for the development of an LMS based on gamification strategies. In the case of this study, the use of challenges is suggested, with the availability of a ranking of scores, as well

For the application of the elements of gamification in the design steps aligned with design thinking and accessibility, the steps follow the criteria of scoring and badges present in the gamification mechanics. The main strategy of gamification of the developed learning object occurs through the appropriation of the reward system of conventional games where the player earns points for each development task performed in the correct period and with proposals for solving the problems

<sup>2</sup> IMS Guidelines for Developing Accessible Learning Applications. Available at https://www.imsglobal.

<sup>3</sup> Accessible Rich Internet Applications (WAI-ARIA. Available at https://www.w3.org/TR/wai-aria

<sup>1</sup> Web Content Accessibility Guidelines. Available at https://www.w3.org/TR/wcag-3.0/

,

and Web Accessibility

), which are institu-

*DOI: http://dx.doi.org/10.5772/intechopen.97410*

opment of accessible LMS.

gamified strategies.

**6.1 Gamification**

as the use of badges as trophies, for example.

that arose during the execution.

org/accessibility/accessiblevers/index.html

IMS GLC - Accessibility Guidelines (IMS GLC- ACC)<sup>2</sup>

Initiative - Accessible Rich Internet Applications (WAI-ARIA)3

This step is already a first challenge, as there are still no recommendations or accessibility guidelines for LMS.

#### **Table 1.**

*Relation between the concepts of [44–46].*

#### *Accessible Learning Management System (LMS) for Disabled People: Project Development… DOI: http://dx.doi.org/10.5772/intechopen.97410*

Developers should follow 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)1 , IMS GLC - Accessibility Guidelines (IMS GLC- ACC)<sup>2</sup> and Web Accessibility Initiative - Accessible Rich Internet Applications (WAI-ARIA)3 ), which are institutions that created parameters of accessibility in websites and virtual environments, of which they are the bases for the development for this research, because currently they are the ones that determine the guidelines of web accessibility, being the basis of the proposal for the recommendations presented for the proposal for the development of accessible LMS.

In relation to the visually impaired person, in order to browse the websites/ web systems, these people make use of assistive technologies, categorized as screen reader software, whose function is to interpret the page code and reproduce by audio through a speech synthesizer. However, the interaction of screen readers on websites will only work properly if certain coding standards are applied in the development, established in the International Web Accessibility Guidelines, which were developed by the Web Accessibility Initiative (WAI), an organ created by the W3C (World Wide Web Consortium). Among these initiatives, the WCAG (Web Content Accessibility Guidelines) and the WAI-ARIA (Web Accessibility Initiative - Accessible Rich Internet Applications) guidelines will be highlighted, a standard created to make dynamic content and applications more accessible, which together with HTML, guarantee a navigation with accessibility for screen reader users.

When a website is not developed thinking about the access of people with vision disabilities, users of assistive technologies of screen readers not following the international standards mentioned may present several accessibility barriers that will hinder or even prevent access to the functionalities for a great number of people. Hearing impaired people, on the other hand, need resources such as the interpretation of texts in sign language and the use of subtitles for the deaf and people with hearing loss.

With the use of recommendations, WCAG (Web Content Accessibility Guidelines), and WAI-ARIA, and, with the production of audio description resources, self-contrast, subtitles for the deaf and people with hearing loss and sign language, it is sought that developers are encouraged to develop these steps with gamified strategies.

#### **6.1 Gamification**

*The Role of Gamification in Software Development Lifecycle*

state in students as well.

conceptual basis of an LMS.

accessibility guidelines for LMS.

concepts can be related by these categories.

Feedback Time that the user takes to dominate the game or perform a certain task

Social Socialization- interaction between the

Competition Self-competition and effort to overcome the results

Progression The system's capacity of providing persistence to the user

*Relation between the concepts of [44–46].*

system and users; and duty - the system's and the generated social relations' capacity of creating and accepting the user's emotional investment

get rewards or not, depending on success or failure, respectively.

solutions and put the prototype in contact with people).

This set of characteristics can be organized so that they can learn new skills and knowledge, combine them to overcome challenges during development and be rewarded with effective completion after each stage of the journey, whether they

*Flow State:* The Flow State sought in this work is in the first instance to promote the engagement of developers with gamification strategies during development, and, from the development of web platforms with accessibility, to promote the Flow

The design thinking methodology applied to the project follows the definition of Bootcamp Bootleg by [42]. The approach proposed by [42] is divided into five phases: empathy (user-centered process, to immerse, engage and observe the problem); definition (makes a synthesis, presents a focus of the problem or point of view); ideation (generation of ideas, exploration of solutions); prototyping (producing ideas in a more real context, bringing material character); tests (to redefine

*Accessibility:* As proposed by [43], the process of inserting gamified activities into a learning object must follow the precepts of game design and gamification. The authors [43, 44] use a taxonomy of user satisfaction metrics and intend to extend their studies to the area of Distance Education and to studies on 'Gamification'. [45], starting from [46], presents some characteristics and recommendations for the use of gamification in digital environments. Through this categorization it is possible to use the above precepts for the production of gamified and accessible OA. Thus, the concepts of gamification can also be inserted into the

Based on the categorization made by [44], associated with that proposed by [45, 46], we can list similarities between the two approaches. **Table 1** shows how the

Based on the above, engagement is sought based on the application of the precepts of implementing accessibility for people with vision and hearing disabilities in the programming phases, based on accessibility guidelines, to ensure inclusive access for anyone in online environments through friendly and intuitive interfaces. This step is already a first challenge, as there are still no recommendations or

**Concepts of [44] Concepts of [45, 46]**

Mechanics Pleasure that the user finds in the game Epic meaning of achieving something

Context Context of the system's actions \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Pleasant productivity, the players see applied efforts and energies achieving the

Generation of the possibility of working cooperatively, in teams and groups in order to solve problems / Construction of stronger social relationships through

Pursuit of self-motivation to remain in the

Activities created with challenges that can

activity (intrinsic motivation)

desired results

emotional bonds

be overcome

expected

**98**

**Table 1.**

From what was proposed, it is then presented what are the strategies for the development of an LMS based on gamification strategies. In the case of this study, the use of challenges is suggested, with the availability of a ranking of scores, as well as the use of badges as trophies, for example.

For the application of the elements of gamification in the design steps aligned with design thinking and accessibility, the steps follow the criteria of scoring and badges present in the gamification mechanics. The main strategy of gamification of the developed learning object occurs through the appropriation of the reward system of conventional games where the player earns points for each development task performed in the correct period and with proposals for solving the problems that arose during the execution.

<sup>1</sup> Web Content Accessibility Guidelines. Available at https://www.w3.org/TR/wcag-3.0/

<sup>2</sup> IMS Guidelines for Developing Accessible Learning Applications. Available at https://www.imsglobal. org/accessibility/accessiblevers/index.html

<sup>3</sup> Accessible Rich Internet Applications (WAI-ARIA. Available at https://www.w3.org/TR/wai-aria


#### **Table 2.**

*Scoring system for gamified development*

Scoring rewards are awarded after the completion of each sprint or troubleshooting presented. Also, a forum is proposed between the development teams so that doubts can be exposed to the teams and solutions proposals are sent.

#### **6.2 Gamified development steps**

It is therefore suggested that gamification from the rewards system be used for planning the development of the platform in all its phases, from presentation and training in the language chosen for the development to the identification of the system requirements, the test scenarios, prototyping, system modeling, implementation, testing and deployment, delimited by the phases of design thinking and Design Science Research.

The scoring system follows that specified in **Table 2**.

For [47] this type of strategy is known in the world of conventional games as badges and consists of an element that integrates reward at the same time. For the author, using badges is equivalent to a process of defining, seeking, and achieving goals and objectives, which increases performance in three ways: increasing the level of expectations regarding the result of the process, which leads the participant to increase his performance; defining clear goals which facilitates selfassessment during the process; and increasing satisfaction from meeting the target. Corroborating with this, in an experiment carried out with students through a virtual learning environment, [48] found an improvement in the results of practical activities through the adoption of gamification strategies with the use of badges.

With the adoption of this system of rewards, what is intended is to use gamification, as raised in the literature, to increase motivation and engagement in activities. In addition to these positive reinforcements materialized through points and trophies, the strategies developed also aim to mitigate negative reinforcements and frustration. In the case of scoring, it works as a personal motivation for development teams to seek to beat their records.

Likewise, winning trophies when correctly completing a step or solving problems generates a reward.

#### **6.3 Score ranking**

The score ranking serves to encourage developers to achieve leadership, as well as direct their efforts from their greatest qualities. The ranking itself is not just a query tool, but an agent that mobilizes engaged developers to seek to be in good positions on the table. In each of the steps, the following types of punctuation are defined:

**101**

*Accessible Learning Management System (LMS) for Disabled People: Project Development…*

Trophies will be awarded for specific tasks and achievements, which are strategic for the progress of the project. In this project, they are similar to the reward systems of conventional games and are triggers for interaction, collective work and team engagement, and participation in problem solving. The trophies will be made

Presentation of the importance of accessibility in LMS - This process is usercentered to immerse, engage, and observe the problem. Regarding the gamification requirements, we have an emphasis on the social and mechanic requirements of the games, presenting the work of the multidisciplinary team being carried out through the concepts of Design Thinking, seeking a direct relationship with the issue of empathy for a product to be closely related to a social issue, in which users can, through the system, promote relationships of socialization and interaction, triggering the phases of competition and progression also in the product development process. Here, the work in cooperation is also directed, in teams and groups, to solve problems, mobilizing the construction of social bonds and stronger relationships through affective bonds. The mechanics, on the other hand, are directed towards the construction of the gamified LMS based on the generated relational situations. The association with accessibility in this phase, however, occurs with studies directed to dynamics used in gamified LMS that, from the phases of a merging of action and awareness and concentration on the task at hand; Social and Mechanical,

Presentation of the concepts of accessibility, the accessibility guidelines, and case studies - This step makes a synthesis and presents a focus of the problem or point of view. For gamification requirements in this step, we have an emphasis on feedback from the empathy step, with a focus on different skills and a framework of prior knowledge. Thus, feedback related to the time when the user performs a certain task is essential, as well as the feedback regarding mistakes and successes. In the validation phase, this process must be mapped so that it continues and manages to feel the satisfaction of meeting the challenges. With this, the process of progression occurs; Progression: In order for it to remain stimulated to develop accessibility in the LMS, its goals and actions must be clarified and what are the key points for it to be able to fulfill them. It is suggested to work in the team, with personalized progression according to the profile of the developer or the team, in which the goals are set according to the profile presented. Another possibility is for the developer or team to define their tracks and challenges, directing actions and goals according to their abilities and skills.

*DOI: http://dx.doi.org/10.5772/intechopen.97410*

• Final team score for each sprint

• Punctuation for forum responses

• The team with the highest score in each step

**6.5 Accessible platform development steps**

and Accessibility Strategies and Universal Design;

• The developer who solves problems during the process

**6.4 Trophies**

available for:

*6.5.1 Step I—empathy*

*6.5.2 Step II—definition*


*Accessible Learning Management System (LMS) for Disabled People: Project Development… DOI: http://dx.doi.org/10.5772/intechopen.97410*


#### **6.4 Trophies**

*The Role of Gamification in Software Development Lifecycle*

**6.2 Gamified development steps**

*Scoring system for gamified development*

ment teams to seek to beat their records.

lems generates a reward.

• User score for each week

• Final user score for each sprint

• Scoring teams for each week

**6.3 Score ranking**

Design Science Research.

**Table 2.**

Scoring rewards are awarded after the completion of each sprint or troubleshooting presented. Also, a forum is proposed between the development teams so

It is therefore suggested that gamification from the rewards system be used for planning the development of the platform in all its phases, from presentation and training in the language chosen for the development to the identification of the system requirements, the test scenarios, prototyping, system modeling, implementation, testing and deployment, delimited by the phases of design thinking and

For [47] this type of strategy is known in the world of conventional games as badges and consists of an element that integrates reward at the same time. For the author, using badges is equivalent to a process of defining, seeking, and achieving goals and objectives, which increases performance in three ways: increasing the level of expectations regarding the result of the process, which leads the participant to increase his performance; defining clear goals which facilitates selfassessment during the process; and increasing satisfaction from meeting the target. Corroborating with this, in an experiment carried out with students through a virtual learning environment, [48] found an improvement in the results of practical activities through the adoption of gamification strategies with the use of badges. With the adoption of this system of rewards, what is intended is to use gamification, as raised in the literature, to increase motivation and engagement in activities. In addition to these positive reinforcements materialized through points and trophies, the strategies developed also aim to mitigate negative reinforcements and frustration. In the case of scoring, it works as a personal motivation for develop-

Likewise, winning trophies when correctly completing a step or solving prob-

The score ranking serves to encourage developers to achieve leadership, as well as direct their efforts from their greatest qualities. The ranking itself is not just a query tool, but an agent that mobilizes engaged developers to seek to be in good positions on the table. In each of the steps, the following types of punctuation are defined:

that doubts can be exposed to the teams and solutions proposals are sent.

**Activity Points earned** Complete a step or sprint 100 points Solve a problem 100 points + trophy Post a reply on the forum 50 points

The scoring system follows that specified in **Table 2**.

**100**

Trophies will be awarded for specific tasks and achievements, which are strategic for the progress of the project. In this project, they are similar to the reward systems of conventional games and are triggers for interaction, collective work and team engagement, and participation in problem solving. The trophies will be made available for:


#### **6.5 Accessible platform development steps**

#### *6.5.1 Step I—empathy*

Presentation of the importance of accessibility in LMS - This process is usercentered to immerse, engage, and observe the problem. Regarding the gamification requirements, we have an emphasis on the social and mechanic requirements of the games, presenting the work of the multidisciplinary team being carried out through the concepts of Design Thinking, seeking a direct relationship with the issue of empathy for a product to be closely related to a social issue, in which users can, through the system, promote relationships of socialization and interaction, triggering the phases of competition and progression also in the product development process. Here, the work in cooperation is also directed, in teams and groups, to solve problems, mobilizing the construction of social bonds and stronger relationships through affective bonds. The mechanics, on the other hand, are directed towards the construction of the gamified LMS based on the generated relational situations.

The association with accessibility in this phase, however, occurs with studies directed to dynamics used in gamified LMS that, from the phases of a merging of action and awareness and concentration on the task at hand; Social and Mechanical, and Accessibility Strategies and Universal Design;

#### *6.5.2 Step II—definition*

Presentation of the concepts of accessibility, the accessibility guidelines, and case studies - This step makes a synthesis and presents a focus of the problem or point of view. For gamification requirements in this step, we have an emphasis on feedback from the empathy step, with a focus on different skills and a framework of prior knowledge. Thus, feedback related to the time when the user performs a certain task is essential, as well as the feedback regarding mistakes and successes. In the validation phase, this process must be mapped so that it continues and manages to feel the satisfaction of meeting the challenges. With this, the process of progression occurs;

Progression: In order for it to remain stimulated to develop accessibility in the LMS, its goals and actions must be clarified and what are the key points for it to be able to fulfill them. It is suggested to work in the team, with personalized progression according to the profile of the developer or the team, in which the goals are set according to the profile presented. Another possibility is for the developer or team to define their tracks and challenges, directing actions and goals according to their abilities and skills.

Competition: It was decided to seek in the definition step the possibility of, in addition to self-competition, also bringing collective challenges. This feature should be explored, but in a very reflective way in learning environments. Promoting competition in gamification is one of the engines that generates the process of immersion and resumption. As previously mentioned, the scores and trophies in the steps can increase engagement.

Accessibility: Emphasized points: sign language, subtitles, environment architecture for screen readers, and audio description. For accessibility, it is the moment, from the studies and the project proposal stimuli that came with gamification, to elaborate the framework of possibilities for the proposal of an LMS following the IMS-GLC and W3C-WCAG and WAI-ARIA guidelines with accessibility features such as sign language, subtitles, environment architecture for screen readers, and audio description.

#### *6.5.3 Step III—ideation*

In the ideation, all the information and data obtained during the immersion are gathered and it is time to sit down with everyone involved and devise the possible solutions. It is essential to take into account the point of view of each of the participants at this time, also realizing the various possibilities for the development of the accessible LMS. In this step, the ideas most voted by the team can be scored, with the score and trophies for developers and teams. It is worth remembering that the concepts presented must be articulated so that people with vision or hearing disabilities can explore them. Thus, it defines the importance of using what [4] defines as alternative media that, with studies for the execution of sign language resources and subtitles for people with hearing impairment, and organization of the Virtual Environment architecture according to with the guidelines of IMS-GLC and W3C-WCAG and WAI-ARIA, to be accessed by screen readers, in addition to the audio description feature of videos and images. It is the phase of generating ideas, exploring solutions to define teams and development steps.

As the proposal places LMS accessibility as the main element, in each step the scores must be articulated in relation to the development of accessibility requirements such as:

Organization of navigation elements on the website with the correct semantic structure of HTML provided by WCAG:


**103**

more effective.

*Accessible Learning Management System (LMS) for Disabled People: Project Development…*

• Inserting subtitles for deaf people and people with hearing loss in videos,

It is also important to note that when developing a project that contemplates accessibility, it is worth noting the available options such as CMS, frameworks, and libraries. Many of the aforementioned options already have resources in their code to assist in development in compliance with international accessibility standards, providing guidance and information in the respective documentation. We can mention some as "Bootstrap", "React", "Angular", "Wordpress", "Moodle", among others. Based on what was discussed above, it is suggested that the entire production flow of an LMS and its tools have a gamified strategy for product development teams. As previously presented, the next steps (Prototype and Tests) will not be presented, as they will be the scope for the development of accessible and gamified

The research develops the proposal for software development actions so that gamified 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

From the bibliographic survey and the steps described in Design Science Research and Design Thinking, and the search for accessible and gamified platforms, requirements were raised for a first gamified development experience of an accessible LMS. With the initial questions of this research, a proposal for prior planning is presented so that these platforms and their media - videos, texts, audios, and games contain accessibility resources and allow the disabled public to experience the same processes as those who do not have deficiency. As a way to streamline the workflow and incorporate game elements from the initial design, gamification and design thinking are used as part of the work methodology of the develop-

The goal is to promote an immersive and gamified experience from the beginning of an LMS project, placing the development team itself in the midst of UXm stimulated by the theory of Flow for the production of the platform and its accessibility features. Gamified development inserts game elements into the various software engineering practices used by the team, and mainly the focus on project management to assist in the gamification of any software process. It is noteworthy that currently many development teams have used the agile methodologies and practices of software engineering expecting that, when applied during the development, the mechanics of the games allow a broad and analytical vision in the process of aligning the steps and sprints with challenges and exchanges between teams being crucial moments for the prototyping and testing phases - which must also be carried out with the disabled public. Thus, the proposal allows to follow the processes of [Lockwood], with the processes of observation, collaboration, rapid learning, visualization of ideas, rapid construction of prototypes, learning from failures, outlined by gamification strategies, allowing a validation of the project

(Web Accessibility Initiative - Accessible Rich Internet Applications).

*DOI: http://dx.doi.org/10.5772/intechopen.97410*

• High contrast of images and platform.

LMS, and will be described in future works.

**7. Conclusion**

ment teams.

• Description of images, Audio description of videos;

podcasts and music

*Accessible Learning Management System (LMS) for Disabled People: Project Development… DOI: http://dx.doi.org/10.5772/intechopen.97410*


It is also important to note that when developing a project that contemplates accessibility, it is worth noting the available options such as CMS, frameworks, and libraries. Many of the aforementioned options already have resources in their code to assist in development in compliance with international accessibility standards, providing guidance and information in the respective documentation. We can mention some as "Bootstrap", "React", "Angular", "Wordpress", "Moodle", among others. Based on what was discussed above, it is suggested that the entire production flow of an LMS and its tools have a gamified strategy for product development teams.

As previously presented, the next steps (Prototype and Tests) will not be presented, as they will be the scope for the development of accessible and gamified LMS, and will be described in future works.

#### **7. Conclusion**

*The Role of Gamification in Software Development Lifecycle*

steps can increase engagement.

audio description.

ments such as:

*6.5.3 Step III—ideation*

Competition: It was decided to seek in the definition step the possibility of, in addition to self-competition, also bringing collective challenges. This feature should be explored, but in a very reflective way in learning environments. Promoting competition in gamification is one of the engines that generates the process of immersion and resumption. As previously mentioned, the scores and trophies in the

Accessibility: Emphasized points: sign language, subtitles, environment architecture for screen readers, and audio description. For accessibility, it is the moment, from the studies and the project proposal stimuli that came with gamification, to elaborate the framework of possibilities for the proposal of an LMS following the IMS-GLC and W3C-WCAG and WAI-ARIA guidelines with accessibility features such as sign language, subtitles, environment architecture for screen readers, and

In the ideation, all the information and data obtained during the immersion are

As the proposal places LMS accessibility as the main element, in each step the scores must be articulated in relation to the development of accessibility require-

Organization of navigation elements on the website with the correct semantic

• Forms developed with labels, differentiated color, HTML fieldset and legend

• Insertion of sign language window in the platform texts, videos, audios,

gathered and it is time to sit down with everyone involved and devise the possible solutions. It is essential to take into account the point of view of each of the participants at this time, also realizing the various possibilities for the development of the accessible LMS. In this step, the ideas most voted by the team can be scored, with the score and trophies for developers and teams. It is worth remembering that the concepts presented must be articulated so that people with vision or hearing disabilities can explore them. Thus, it defines the importance of using what [4] defines as alternative media that, with studies for the execution of sign language resources and subtitles for people with hearing impairment, and organization of the Virtual Environment architecture according to with the guidelines of IMS-GLC and W3C-WCAG and WAI-ARIA, to be accessed by screen readers, in addition to the audio description feature of videos and images. It is the phase of generating ideas,

exploring solutions to define teams and development steps.

structure of HTML provided by WCAG:

• Use of headers hierarchically

• Objective description in links

• Accessible images

• Keyboard access

• Modal window

• Page titles

tags, description of the buttons,

podcasts and audiovisual resources.

**102**

The research develops the proposal for software development actions so that gamified 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).

From the bibliographic survey and the steps described in Design Science Research and Design Thinking, and the search for accessible and gamified platforms, requirements were raised for a first gamified development experience of an accessible LMS. With the initial questions of this research, a proposal for prior planning is presented so that these platforms and their media - videos, texts, audios, and games contain accessibility resources and allow the disabled public to experience the same processes as those who do not have deficiency. As a way to streamline the workflow and incorporate game elements from the initial design, gamification and design thinking are used as part of the work methodology of the development teams.

The goal is to promote an immersive and gamified experience from the beginning of an LMS project, placing the development team itself in the midst of UXm stimulated by the theory of Flow for the production of the platform and its accessibility features. Gamified development inserts game elements into the various software engineering practices used by the team, and mainly the focus on project management to assist in the gamification of any software process. It is noteworthy that currently many development teams have used the agile methodologies and practices of software engineering expecting that, when applied during the development, the mechanics of the games allow a broad and analytical vision in the process of aligning the steps and sprints with challenges and exchanges between teams being crucial moments for the prototyping and testing phases - which must also be carried out with the disabled public. Thus, the proposal allows to follow the processes of [Lockwood], with the processes of observation, collaboration, rapid learning, visualization of ideas, rapid construction of prototypes, learning from failures, outlined by gamification strategies, allowing a validation of the project more effective.

Regarding the gamification of the steps of software development, it is expected that the teams will encourage increased dedication in carrying out tasks; the search to face the challenges of each step and to solve the problems autonomously; assisting other employees by stimulating punctuation and team satisfaction in seeking the best results from the gamification processes.

With the steps of empathy, definition, and ideation, and the proposal of gamification in the development of accessible LMS, we seek to initiate a path to stimulate new possibilities for software development, as well as the proposal to design LMS with accessibility since its initial draft. In addition to the use of gamification in the development process, this work seeks to bring reflection to researchers, educators, developers, and instructional designers about the need to advance in research that develop alternatives to foster the inclusion process and the active participation of disabled people in society.

#### **8. Future steps**

For future steps, it is suggested the development of an LMS with accessibility from the model proposals presented in this research;

To present the requirements of an accessible and gamified LMS for the end user, with tests carried out with disabled people;

It is important to emphasize that it is essential to present the execution and validation of a prototype, showing how the concepts of UX and accessibility applied since the development will benefit the accessibility and the gamification resources in the accessible LMS.

#### **Author details**

Leonardo Enrico Schimmelpfeng\* and Vania Ribas Ulbricht Universidade Federal de Santa Catarina (UFSC), Florianópolis (SC), Brasil

\*Address all correspondence to: leoenricos@gmail.com

© 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

**105**

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## **References**

*The Role of Gamification in Software Development Lifecycle*

the best results from the gamification processes.

from the model proposals presented in this research;

Leonardo Enrico Schimmelpfeng\* and Vania Ribas Ulbricht

\*Address all correspondence to: leoenricos@gmail.com

provided the original work is properly cited.

Universidade Federal de Santa Catarina (UFSC), Florianópolis (SC), Brasil

© 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

with tests carried out with disabled people;

disabled people in society.

**8. Future steps**

in the accessible LMS.

**Author details**

Regarding the gamification of the steps of software development, it is expected that the teams will encourage increased dedication in carrying out tasks; the search to face the challenges of each step and to solve the problems autonomously; assisting other employees by stimulating punctuation and team satisfaction in seeking

With the steps of empathy, definition, and ideation, and the proposal of gamification in the development of accessible LMS, we seek to initiate a path to stimulate new possibilities for software development, as well as the proposal to design LMS with accessibility since its initial draft. In addition to the use of gamification in the development process, this work seeks to bring reflection to researchers, educators, developers, and instructional designers about the need to advance in research that develop alternatives to foster the inclusion process and the active participation of

For future steps, it is suggested the development of an LMS with accessibility

It is important to emphasize that it is essential to present the execution and validation of a prototype, showing how the concepts of UX and accessibility applied since the development will benefit the accessibility and the gamification resources

To present the requirements of an accessible and gamified LMS for the end user,

**104**

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**107**

*Accessible Learning Management System (LMS) for Disabled People: Project Development…*

Vanzin, T. (eds). Gamificação na educação. pp. 98-121. Pimenta Cultural,

National de Aparare Carol I,

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2014 47th Hawaii International Conference on, pp. 3025-3034. doi:

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São Paulo (2014)

Frankfurt (2012)

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*DOI: http://dx.doi.org/10.5772/intechopen.97410*

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[38] Adikari, S., Mcdonald, C., &

Design Thinking for Agile User

Campbell, J. (2013). Reframed Contexts:

Experience Design. In A. Marcus (Ed.), DUXU'13 Proceedings of the Second international conference on Design, User Experience, and Usability: design philosophy, methods, and tools (Vol. 8012, pp. 3-12). Springer. https://doi. org/10.1007/978-3-642-39229-0\_1

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[41] Schimmelpfeng L.E, Sombrio. G.;

Gamification in Education Through Design Thinking. 311-321. In: Design, User Experience, and Usability: Novel User Experiences - 5th International Conference, DUXU 2016, Held as Part of HCI International 2016, Toronto, Canada, July 17-22, 2016, Proceedings, Part II. Lecture Notes in Computer Science 9747, Springer 2016, ISBN

[42] D.School. Bootcamp Bootleg. 2008. http dschool.stanford.edu/wpcontent/

[43] Netto, M.: Aprendizagem na EaD, Mundo Digital e 'Gamification'. In: Fadel, L., Ulbricht, V. R., Batista, C. R.,

Ulbricht V. R;.Villarouco V.:

978-3-319-40354-0.

uploads/2011/03/

METHODCARDS2010v6.pdf

for Agile Software Development.

*Accessible Learning Management System (LMS) for Disabled People: Project Development… DOI: http://dx.doi.org/10.5772/intechopen.97410*

[36] Sommerville, Ian. Engenharia de Software. 9o Edição. PEARSON EDUCATION - BR, 2011.

*The Role of Gamification in Software Development Lifecycle*

Desenhos-Estórias. 1. ed. SÃO PAULO: CASA DO PSICÓLOGO, 1997. 321 p.

[29] QUEVEDO, S.R.P.; ULBRICHT, V.R.

VILLAROUCO, V. (orgs). Ambiente Virtual de Aprendizagem Inclusivo. Florianópolis: Pandion, 2011. p. 155-188.

[30] Gagliardi, C. e Barella, F.F. Uso da informática na educação do deficiente auditivo: um modelo metodológico. In:

SOCIEDADE BRASILEIRA DE PSICOLOGIA (ORG.), XVI.,1986, Ribeirão Preto. Reunião Anual De Psicologia. Ribeirão Preto: SPRP, p.

[31] Ballantyne, J; Martin; M. C., Martin, A. Surdez. Tradução: Sandra Costa. 5. ed. Porto Alegre: Artes Médicas

[32] Flor, C. S. ; Vanzin, T. ; Ulbricht, V. R. . Recomendações da WCAG 2.0 (2008) e a acessibilidade de surdos em conteúdos da web. Revista Brasileira de Educação Especial , v. 19, p. 161-168,

[33] Lapolli, M. ; Bleicher, S. ; Vanzin, T. . Aprendendo com infografia na web: uma proposta voltada aos surdos. Conceitos e

[34] Burgstahler, D. & Dichev, I. (1997). Earnings management to avoid earnings

Práticas em Ambiente Virtual de Aprendizagem Inclusivo / Vania Ribas Ulbricht, Tarcísio Vanzin, Sílvia R. P. de Quevedo, organizadores. - São Paulo:

Pimenta Cultural, 2014. 327p.

decreases and losses. Journal of Accounting and Economics, 24(1),

[35] Pressman, R. S. Engenharia de Software - Uma Abordagem Profissional.

l8a Ed. Amgh Editora, 2016.

[28] Vygotsky, L.S. Pensamento e Linguagem. São Paulo: Martins

Como os cegos aprendem. In: ULBRICHT, V.; VANZIN, T.;

Fontes, 1993.

120-123, 1986.

Sul, 1995.

2013

p. 99-126.

[17] Brown, T.: Design thinking: uma metodologia ponderosa para decretar o fim das velhas ideias. Elsevier, Rio de

[18] Amaral, S. F., Garbin, M. C.: Design Thinking: A Colaboração como Mola Propulsora da Inovação na Educação.

[19] Lockwood, T.: Design thinking: Integrating innovation, customer experience, and brand value. Allworth

[20] Brown, T. Design Thinking. Harvard Business Review, 2008.

Chap. 5 in Digital Game-Based Learning, McGraw-Hill. Prensky, M.

(2005) Computer games and

MIT press.

CEDAS, 1987.

[21] Prensky, M. (2001) Fun, Play and Games: What Makes Games Engaging,

learning:Digital game-bades learning, Handbook of Computer Game Studies,

[22] Csikszentmihalyi, M.: Flow: The Psycology of Optimal Experience. Harper & Row, New York (1990)

[23] Silva, Otto Marques da. A epopéia ignorada: a pessoa deficiente na história do mundo de ontem e de hoje. São Paulo:

[24] Chen, J.: Flow in games (and everything else). In: Communications

[25] Sassaki, Romeu Kazumi. Inclusão, construindo uma sociedade para todos.

[26] Macedo, C. M. S. Diretrizes para criação de objetos de aprendizagem acessíveis. 272 p. Tese (Doutorado) - Universidade Federal de Santa Catarina. Florianópolis, 2010.

Compreendendo O Cego: Uma Visão Psicanalítica da Cegueira Por Meio de

of the ACM, pp. 31-34. (2007)

Rio de Janeiro: WVA, 1997.

[27] Amiralian, M. L. T. M. .

Janeiro (2010)

Inova Educ. 2, (2013)

Press, New York (2009)

**106**

[37] Rubin, K. S. Essential Scrum: a practical guide to the most popular Agile Process. Pearson Education, 2013.

[38] Adikari, S., Mcdonald, C., & Campbell, J. (2013). Reframed Contexts: Design Thinking for Agile User Experience Design. In A. Marcus (Ed.), DUXU'13 Proceedings of the Second international conference on Design, User Experience, and Usability: design philosophy, methods, and tools (Vol. 8012, pp. 3-12). Springer. https://doi. org/10.1007/978-3-642-39229-0\_1

[39] Beck, K., Beedle, M., Bennekum, A. V., Cockburn, A., Cunningham, W., Fowler, M. Thomas, D. (2001). Manifesto for Agile Software Development.

[40] Inayat, I., Salim, S. S., Marczak, S., Daneva, M., & Shamshirband, S. (2015). A systematic literature review on agile requirements engineering practices and challenges. Computers in Human Behavior, 51(0). doi:http:// dx.doi.org/10.1016/j.chb.2014.10.046

[41] Schimmelpfeng L.E, Sombrio. G.; Ulbricht V. R;.Villarouco V.: Gamification in Education Through Design Thinking. 311-321. In: Design, User Experience, and Usability: Novel User Experiences - 5th International Conference, DUXU 2016, Held as Part of HCI International 2016, Toronto, Canada, July 17-22, 2016, Proceedings, Part II. Lecture Notes in Computer Science 9747, Springer 2016, ISBN 978-3-319-40354-0.

[42] D.School. Bootcamp Bootleg. 2008. http dschool.stanford.edu/wpcontent/ uploads/2011/03/ METHODCARDS2010v6.pdf

[43] Netto, M.: Aprendizagem na EaD, Mundo Digital e 'Gamification'. In: Fadel, L., Ulbricht, V. R., Batista, C. R., Vanzin, T. (eds). Gamificação na educação. pp. 98-121. Pimenta Cultural, São Paulo (2014)

[44] Petrovic, V. ; Ivetic, D.: Gamifying education: a proposed taxonomy of satisfaction metrics. In: Conference proceedings of "eLearning and Software for Education", p.345-350. Universitatea National de Aparare Carol I, Frankfurt (2012)

[45] Alves, M. N. Mídia e Produção Audiovisual: uma introdução. Curitiba: Ibpex, 2008.

[46] Mcgonigal, J.: Reality is broken. Why game make us better and how they can change the world. The Penguin Press, London (2011)

[47] Hamari, J., Koivisto, J. and Sarsa, H. (2014) 'Does gamification work?--a literature review of empirical studies on gamification', System Sciences (HICSS), 2014 47th Hawaii International Conference on, pp. 3025-3034. doi: 10.1109/HICSS.2014.377.

[48] Domínguez, A; Navarrete, J. S; Marcos, L; Sanz, .F; Pagés, C; Herráiz, J.J.M. Gamifying learning experiences: Practical implications and outcomes. **Journal Computers & Education**, Virginia, v. 63, p. 380-392, 2013.

**109**

**Chapter 6**

**Abstract**

higher education

**1. Introduction**

Social Factors Influence on

Use Games Based Learning

*Rui Silva, Ricardo Rodrigues and Carmem Leal*

order to increase student involvement in Accounting learning.

**Keywords:** games based learning, social factors, attitude, students, accounting,

Games Based Learning (GBL) utilization has been increasing in many areas, from the business world to the educational systems, and it is considered a persuasive technological method [1]. This method can generate beneficial changes in the users' attitude, nearly at the motivational level [2]. It has used in different fields of knowledge, such as marketing, medicine, sports, engineering, mathematics, computing, history, languages, physics, chemistry, biology, among others. Hence, the relevancy of this study given the lack of empirical studies on the application, feasibility, and effectiveness of gamified resources in Accounting Curricular Units. In a time when social networks and social interaction is constant, the increasing use of GBL in the teaching and learning process is a logical consequence of the evolution of technology. GBL is a social and technological phenomenon with the potential to create social benefits and foster social interaction [3]. GBL is the use of

Accounting Students Attitude to

The general objective of this article is to analyze the impacts of a gamified resource created (Accountingame) as learning tools to teach the curricular unit of Accounting. Theory of Planned Behaviour was used to investigate social factors such as Social Influence, Recognition and Reciprocal Benefits, which are predictors of Attitude to use this kind of game like a learning accounting tool. The relevance of this study is due to the lack of empirical studies that analyze the application, viability, and effectiveness of gamified resources in the teaching areas of knowledge, such as Accounting. The game was used by students of Accounting (n = 816) for the first time in the scope of Higher Education in Portugal in the academic year 2018/2019. Results of this research suggest the importance of these resources to increase Attitude, Continued Use Intention and Intention to Word of Mouth related to Games Based Learning as an effective method of support for the learning process of accounting students. We believe that this study can be a contributor to researchers in this area to understand why the study of Accounting is genuinely challenging for students. This research will be enabling managers of Higher Education Institutions, professors and other educational agents to decide on the best strategies to use in
