## 6 Conclusions and Future Work  
Accessibility in virtual education is essential to ensure all people can benefit from it, no matter what their capabilities are. Although the technical work in contents, formats, and assistive technologies still needs to be improved in terms of practical real application, learning and evaluation processes also need additional consideration to ensure that students with different capabilities can properly complete learning tasks. As detected in several studies, learners with different capabilities require extra time. Results obtained can be applied to all students who interact with computers, but they have a more direct impact on computer engineering and telecommunications students who need to use the computer for most of their tasks, increasing the differences between students with different capacities and their peers without different capacities. Ideally, time must be adapted to the specific type of conditions of each user. The problem is that teachers do not have clear guidelines to adapt the given time to each type of student. Our work was aimed at providing more information to solve this problem: we measured the time required by 60 students with different conditions (blind, visually impaired, and motor impaired, and students without any apparent limitation, acting as a control group) to complete a task in four different online courses using an accessible Moodle platform. The main difference between our approach and precedent methods in the literature is the measurement of time through the automated functionality of the platform, thus avoiding possible human errors when using manual methods. We have also used as reference task (the completion of a questionnaire on the user's personal profile) to avoid possible bias due to the need for previous knowledge to answer questions. Our approach also adds a group of students with reduced motor capacity, representing an additional contribution in comparison to previous works. The sample of students was homogeneous in professional experience and educational background. Students expressed a homogeneous satisfaction and motivation with the courses, so there is no reason to suggest that measured times were impacted by demotivation or low interest of people in completing the task. Comparing the times taken by the different groups of students to complete a questionnaire on their personal profile with the time spent by the control group, we found out that blind students required 192% more time, low-vision students required 88% more time, and reduced motor skill students required 58% more time. This suggests that low-vision students who required less than half the time of blind students are more agile, using the magnifier and screen scrolling, than blind students who need a screen reader. It is also probable that the students with reduced motor capacity who participated in the study had a relatively good degree of motor skill as the time required for the task was only slightly higher (50%) that that of the control group. The results for blind students were like those previous in previous studies, that blind students require times up to three times longer to complete tasks. This suggests the consistency of our method for analyzing time with other more effort-intensive methods such as those previously used by [PERSON] and [PERSON] (2015). This consistency in the data for blind students supports the value of the results for other groups such as low-vision and reduced motor capability students. The extra time resulting from our study for students with low vision (1.88 times) is also aligned with the results of [PERSON] (2018) and [PERSON], [PERSON], and [PERSON] (2018). Therefore, we can now have guidelines for teachers for time allocation to blind and low-vision groups. This possibility enables a better planning of learning processes when working with students with different capabilities, not only in terms of allocated time in e-learning but also for the impact on the whole learning process.