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<p>The Web Content Accessibility Guidelines (WCAG) have been the primary benchmark for web accessibility evaluation for over two decades, influencing legislation and integration into Computer Science university degrees curricula. However, teaching and learning WCAG can be challenging, particularly for students lacking advanced technical skills. This study examines the use of service-learning as a strategy to engage Computer Science students by having them assess the accessibility of their local city council websites, thus achieving a social component of learning. The findings reveal positive feedback from students regarding the experience. The evaluations of 94 websites highlight that the most frequent errors and successes reveal that 55% of the identified errors belong to level AAA, while 30% are at level A. Most of these errors hinder accessibility under the perceivable principle. Conversely, most successes (40%) are associated with level AA and fall within the operable principle. Additionally, websites from larger and medium-sized cities outperform those from smaller cities, and cities with high or medium gross domestic product (GDP) achieve better results than those with lower GDP with key errors at the operable and perceivable principles at level A criteria.</p>

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Service-learning for accessibility: understanding WCAG errors and successes in Spanish city council websites

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月19日

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  • Francisco Iniesto,
  • Covadonga Rodrigo

摘要

The Web Content Accessibility Guidelines (WCAG) have been the primary benchmark for web accessibility evaluation for over two decades, influencing legislation and integration into Computer Science university degrees curricula. However, teaching and learning WCAG can be challenging, particularly for students lacking advanced technical skills. This study examines the use of service-learning as a strategy to engage Computer Science students by having them assess the accessibility of their local city council websites, thus achieving a social component of learning. The findings reveal positive feedback from students regarding the experience. The evaluations of 94 websites highlight that the most frequent errors and successes reveal that 55% of the identified errors belong to level AAA, while 30% are at level A. Most of these errors hinder accessibility under the perceivable principle. Conversely, most successes (40%) are associated with level AA and fall within the operable principle. Additionally, websites from larger and medium-sized cities outperform those from smaller cities, and cities with high or medium gross domestic product (GDP) achieve better results than those with lower GDP with key errors at the operable and perceivable principles at level A criteria.