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    Towards Accessible and Sustainable Universities: Web Accessibility and Human–Computer Interaction in Latin America
    (Springer Nature Switzerland, 2026)
    Acosta-Vargas, Patricia
    ;
    Acosta-Vargas, Gloria
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    Salvador-Acosta, Belén
    ;
    Salvador-Ullauri, Luis
    ;
    Arias Flores, Hugo Patricio  
    This study examines web accessibility in Latin American higher education institutions from a Human–Computer Interaction (HCI) perspective, highlighting its relevance to the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 10 (Reduced Inequalities). A quantitative and descriptive research design was applied to 50 universities included in the 2025 Webometrics Ranking, using automated HCI-based evaluation tools (WAVE and Google Lighthouse) to assess compliance with the Web Content Accessibility Guidelines (WCAG) 2.2. The evaluation identified 1,238 accessibility errors and 1,393 contrast-related issues, with most violations concentrated in the Perceivable (67.23%) and Operable (28.36%) principles. Countries such as Brazil, Mexico, Chile, and Colombia exhibited the highest levels of noncompliance, while others showed comparatively lower error densities. These results indicate that accessibility barriers in university websites are primarily systemic, stemming from deficiencies in visual perception, navigation, and semantic structure rather than isolated implementation flaws. The findings reinforce the view that web accessibility should not be treated solely as a technical compliance task, but rather as a human-centered, sustainability-oriented dimension of interaction design. Integrating accessibility within HCI frameworks can enhance digital inclusion, reduce educational inequalities, and promote the development of resilient, inclusive, and sustainable digital ecosystems in higher education across Latin America. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.
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    Gamified Environments as a Pedagogical Strategy in University Education
    (2025)
    Marcos Chacón-Castro
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    Juan Murillo-Morera
    ;
    Jadán Guerrero, Janio  
    The technological boom, the updating and the use of digital tools has caused education to undergo changes to face new educational needs, granting and giving prominence to virtuality as a means of autonomous, disciplined and efficient learning. In that order of ideas, this research aims to implement an Escape Room as a strategy to strengthen digital skills in undergraduate students. The online game, designed in the form of a virtual ‘Escape Room’ with various rooms, poses a series of associated challenges to young people for the development and validation of digital skills necessary for the training process they will face. The strategy is based on the action research methodology: planning, observation, action and reflection. The Escape Room integrates the dynamics, elements and mechanics of the game, with the purpose of increasing motivation in learning digital tools in University Education. In the process of evaluating the intervention, an intervention will be applied to 800 students from first to third cycle of a private university. The findings obtained have shown an impact on motivational change through a proactive attitude in learning, the use of digital tools and the creation of virtual content.
      12
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    Adaptive Learning Platforms and Their Influence on Higher Education: A Scoping Review
    (2025)
    Núñez Hernández, Corina  
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    Avilés-Castillo, Fátima  
    ;
    Buele, Jorge  
    Over the past decade, adaptive learning platforms have transformed higher education by adjusting content and activities based on students’ abilities and progress. This approach personalizes learning and optimizes academic performance, particularly in complex disciplines such as engineering and science. However, challenges remain related to their technological implementation and acceptance by both students and educators. This scoping review analyzes the impact of adaptive learning platforms in higher education, focusing on their influence on academic performance, student motivation, practical implementation challenges, and future implications for research. An exploratory literature review was conducted using the PRISMA-ScR method, identifying recent studies published between 2019 and 2024 in databases such as ERIC, Scopus, IEEE Xplore, Web of Science, and APA PsycNet. Quantitative and qualitative research studies were selected, evaluating the impact of these platforms in university settings and the outcomes they produce. The results indicate that adaptive learning platforms significantly enhance academic performance by providing personalized experiences and immediate feedback. They also increase student motivation and engagement, particularly in online learning environments. However, challenges were identified, including the need for adequate technological infrastructure and specialized training for educators. Adaptive learning platforms hold transformative potential in higher education but require overcoming technological and pedagogical barriers. Further qualitative research is recommended to better understand user experiences and maximize their effectiveness across diverse educational contexts.
      32
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    Artificial Intelligence and Assistive Technologies: A Systematic Review of Educational Applications for Disabilities
    (2025)
    Arias Flores, Hugo Patricio  
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    Valencia-Aragón, Kevin  
    ;
    Tania Calle-Jimenez
    ;
    Sandra Sanchez-Gordon
    The global population of individuals with disabilities, representing 15% of the world’s people, faces significant challenges in accessing higher education due to insufficient accessibility and persistent discrimination. This paper aims to evaluate the integration of artificial intelligence (AI) and assistive technologies in higher education to improve learning experiences for students with disabilities. Despite advancements in AI, only a small proportion of students with disabilities report satisfaction with existing inclusion efforts. Through a systematic review of the scientific literature from 2019 to 2023, this study examines the current use of AI in higher education, focusing on its application to enhance accessibility, personalized learning, and support for students with disabilities. The research highlights key areas such as intelligent tutoring systems, adaptive learning, and the role of educational technologies in fostering inclusion. While AI and assistive technologies hold great potential, challenges including ethical concerns, biases, and the low adoption rate of assistive technologies remain. The findings emphasize the need for further research to ensure that AI fosters genuine inclusion rather than exacerbating exclusion, urging continued efforts in developing more accessible educational environments for all students.
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