purpose: The article aims to identify and prioritize indicators for evaluating the accessibility capabilities of the user interface in virtual education systems.
Methodology: In step 1, to identify the evaluation indicators from the indicators listed in ISO 9241, a localized checklist was prepared by the virtual education systems inside the country. Then, using the Fuzzy Delphi method and the opinions of experts from the higher education system of Iran in the field of accessibility of education and e-learning systems, the identified indicators were modified and finalized. In the next step, these indicators were prioritized using the BWM method from the point of view of experts, and their importance was determined.
Findings: The final framework of indicators for evaluating the accessibility capabilities of the interaction environment (user interface) of virtual education systems was compiled and prioritized in four general indicators (general guidelines and requirements, inputs, outputs, support services, help, and online documentation) and 24 sub-indices. For this purpose, LINGO software was used. Based on the findings of the research, the component "Compatibility with accessible technologies" won the first rank among all sub-indices. The component "online documentation" was ranked second and "setting accessibility levels" was ranked third. The last rank (rank 24) was awarded to "Camera".
Conclusion: There is no consensus on the standard framework for evaluating the accessibility of virtual education systems. The review of the conducted research showed that there is a research gap in the field of not comprehensively identifying and presenting a comprehensive and coherent picture to evaluate the accessibility of the interaction environment in virtual education systems and it was concluded that to improve the use of virtual education systems, identifying and prioritizing the factors It is necessary to evaluate the accessibility of virtual education systems. The innovation of this article is to provide a comprehensive framework for identifying and prioritizing the accessibility evaluation indicators of the interactive environment in virtual education systems localized for the country. The internet speed in Iran is not high and turning on the camera during virtual classes due to the high volume of the internet it consumes causes disconnection and communication between them. The statistical community of the research was aware of this fact, therefore, according to the existing conditions, they assigned the least weight to this index.
