<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802025000200020</article-id>
<article-id pub-id-type="doi">10.32870/ap.v17n2.2640</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Mejorando la accesibilidad en el bachillerato virtual: rediseño de cursos de Mecánica con inteligencia artificial]]></article-title>
<article-title xml:lang="en"><![CDATA[Enhancing accessibility in virtual high school: redesigning Mechanics courses with Artificial Intelligence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza Román]]></surname>
<given-names><![CDATA[José Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarado Lemus]]></surname>
<given-names><![CDATA[José Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte Gastélum]]></surname>
<given-names><![CDATA[Jesús Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>20</fpage>
<lpage>43</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802025000200020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802025000200020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802025000200020&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La accesibilidad en la educación en línea presenta retos importantes, especialmente en cursos técnicos como Mecánica. Este estudio analiza un enfoque de accesibilidad apoyado por inteligencia artificial (IA) en los cursos de Mecánica I y II del Bachillerato Virtual de la Universidad Autónoma de Sinaloa, impartidos en Moodle. A través de un estudio de caso que utilizó el Kit de Accesibilidad de Brickfield, entrevistas a estudiantes y un diario de campo, se identificaron barreras en contenidos matemáticos y visuales. Los resultados evidencian que las herramientas de IA pueden mejorar significativamente la accesibilidad, especialmente en la comprensión de ecuaciones y gráficos. La implementación de estas soluciones mejoró la experiencia de aprendizaje, destacando la importancia de integrar IA en el diseño de cursos en línea. Este enfoque proactivo hacia la accesibilidad no solo beneficia a estudiantes con discapacidades, sino que también mejora la experiencia educativa para todos. Se propone un marco para aplicar soluciones basadas en IA en cursos técnicos, subrayando su potencial para crear entornos de aprendizaje más inclusivos. Este estudio tiene implicaciones prácticas al demostrar cómo la IA puede transformar la educación en línea, haciendo los cursos más accesibles y efectivos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Accessibility in online education poses significant challenges, particularly in technical courses such as Mechanics. This study examines an accessibility approach supported by artificial intelligence (AI) in the Mechanics I and II courses of the Virtual High School at the Autonomous University of Sinaloa, offered on Moodle. Through a case study utilizing the Brickfield Accessibility Toolkit, student interviews, and a field journal, barriers in mathematical and visual content were identified. The results show that AI tools can significantly enhance accessibility, particularly in the understanding of equations and graphs. The implementation of these solutions improved the learning experience, highlighting the importance of integrating AI into the design of online courses. This proactive approach to accessibility not only benefits students with disabilities but also enhances the educational experience for all learners. A framework is proposed to apply AI-based solutions in technical courses, underscoring their potential to create more inclusive learning environments. This study has practical implications by demonstrating how AI can transform online education, making courses more accessible and effective.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[accesibilidad web]]></kwd>
<kwd lng="es"><![CDATA[educación en línea]]></kwd>
<kwd lng="es"><![CDATA[inclusión educativa]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[mecánica]]></kwd>
<kwd lng="es"><![CDATA[Moodle]]></kwd>
<kwd lng="en"><![CDATA[Web accessibility]]></kwd>
<kwd lng="en"><![CDATA[Online education]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[Artificial Intelligence]]></kwd>
<kwd lng="en"><![CDATA[Mechanics]]></kwd>
<kwd lng="en"><![CDATA[Moodle]]></kwd>
</kwd-group>
</article-meta>
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