Human-computer interaction (HCI) is an area with a wide range of concepts and knowledge. Therefore, a need to innovate in the teaching-learning processes to achieve an effective education arises. This article describes a proposal for teaching HCI through the development of projects that allow students to acquire higher education competencies through the design and evaluation of computer games. Finally, an empirical validation (questionnaires and case study) with 40 undergraduate students (studying their fifth semester of software engineering) was applied at the end of the semester. The results indicated that this teaching method provides the students with the HCI skills (psychology of everyday things, involving users, task-centered system design, models of human behavior, creativity and metaphors, and graphical screen design) and, more importantly, they have a positive perception on the efficacy of the use of videogame design in a higher education course.

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INTRODUCTION: Characteristics of different disabilities using digital technologies are presented. Web content Accessibility Guidelines (WCAG) are explained according to their principles and how each offers alternatives for the limitations of people with disabilities and the conformance levels A, AA, AAA. OBJECTIVES: Perform an automatic evaluation of two digital educational platforms for students to validate the conformance with WCAG in the three levels. METHODS: Techniques derived from automatic checker assessment were used to complete this research. RESULTS: Results showed that to fix the accessibility issues level A, the technical difficulty is low. Likewise, the investment of time and money is not as significant compared to the benefits that it represents. CONCLUSION: Adopting the use of these automatic evaluation tools, developers will incorporate good accessibility practices as part of their experience.

Social work students are trained to learn social interventions in order to promote social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. In Mexico, these actions are held throughout the country. However, because different reasons such cost, distance, or for something more worrying as security, technologies for social and mental health purposes have been emerging to support the learning process of community interventions, one of this technologies are serious games. This paper presents the design and user experience evaluation of a serious game intended to support undergrad students on the learning of community interventions on social work curricula. The usability evaluation of this serious game presented favorable results from the users: they felt the game efficient, easy and immersive, which is important for both educational and fun purposes.