Setting accessibility preferences about learning objects within adaptive elearning systems: User experience and organizational aspects

被引:22
作者
Rodriguez-Ascaso, Alejandro [1 ]
Boticario, Jesus G. [1 ]
Finat, Cecile [1 ]
Petrie, Helen [2 ]
机构
[1] Univ Nacl Educ Distancia, aDeNu Res Grp, Madrid, Spain
[2] Univ York, Dept Comp Sci, Human Comp Interact, York, N Yorkshire, England
关键词
artificial intelligence; human-computer interaction; teaching and learning; CONTENT MANAGEMENT-SYSTEM; EDUCATION; QUALITY;
D O I
10.1111/exsy.12187
中图分类号
TP18 [人工智能理论];
学科分类号
081104 ; 0812 ; 0835 ; 1405 ;
摘要
Higher and further education providers are facing the challenge of supporting the interaction needs of an increasing number of students who feature accessibility preferences to use both elearning contents and services. In the next future, we can expect that, within adaptive elearning systems, both automatic and manual procedures will interoperate to elicit users' interaction needs for ensuring accessibility. In this paper, we report findings from the user experience with the self-assessment of interaction needs, as part of a content personalization system, which tackles possible mismatches in the interaction between the user and the learning objects. All stakeholders involved in providing this service along with intended user groups (students with visual, auditory or mobility impairments, and without impairments) participated in the evaluation with over 100 users described in this paper. From the evaluation, results follow that our approach allows students to self-assess and report adequately their interaction preferences. Furthermore, the paper describes findings of interest and open issues about how massive online courses may address the accessibility needs of an increasing number of elearning users.
引用
收藏
页数:12
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