1.2 Barriers encountered when implementing E-Exams

Contents: Barriers to implementation, those who benefit. 

When implementing e-exams, numerous barriers can arise that hinder access and fair participation for all students. Various challenges may arise which significantly complicate the process of sitting an e-exam for people with impairments, chronic or mental illnesses. These barriers relate to both accessibility and usability.

Typical barriers include:

• Rooms, workstations, or computer labs that are not accessible, for example to a person in a wheelchair.
• A lack of accessibility on the examination platform, difficult keyboard navigation and complex mouse movements – for example, where screen readers are not supported or control elements are difficult for people with motor impairments to use. 
• A lack of alternative text for images and graphics, poor contrast and inaccessible diagrams make e-exams more difficult for students with visual impairments. 
• The absence of subtitles or transcripts, and poor recording quality (e.g. echo), present a barrier for students with hearing impairments.
• Complex language or confusing structures put people with learning difficulties or concentration problems at a particular disadvantage. 
• Time-limited examinations without flexible adjustments present a significant obstacle, particularly for people who work at a slower pace due to impairments, chronic or mental illnesses and who rely on disadvantage compensation.

To ensure equal opportunities in e-exams, it is essential to identify all these barriers at an early stage and to remove them through appropriate measures. Accessible design not only benefits people with impairments or illnesses, but also improves usability for all participants.