Designing accessible Moocs to expand educational opportunities for persons with cognitive impairments
Bibliographic Data
| ID | 21452084 |
|---|---|
| Authors | Pierre-Antoine Cinquin (Laboratoire EA 4136 – Handicap, Activité, Cognition, Santé – Bordeaux Population Health, Inserm, Université de Bordeaux, Bordeaux, France), Pascal Guitton (0000-0001-5914-682X, Université de Bordeaux, Bordeaux, France), Hélène Sauzéon (0000-0001-5781-9891, Laboratoire EA 4136 – Handicap, Activité, Cognition, Santé – Bordeaux Population Health, Inserm, Université de Bordeaux, Bordeaux, France, corresponding author) |
| Year | 2021 |
| Volume | 40 |
| Issue | 11 |
| Pages | 1101-1119 |
| Publication date | 2021-08-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Behaviour and Information Technology (JOURNAL) |
| Journal identifiers | ISSN: 0144-929X • E-ISSN: 1362-3001 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0144929x.2020.1742381 |
| OpenAlex | W3011160771 |
| Language | EN |
| Citations received | 2 |
| References cited | 56 |
Despite the promotion of equal access to education, the proportion of persons with disabilities decreases drastically from primary school to higher education, resulting in a lower level of education. This lack of qualification represents an additional obstacle to employment opportunities, reinforcing their exclusion from the social sphere. In recent years, computer-based approaches to education have undergone a real revolution, as reflected by the massive growth of MOOCs platforms. As they are flexible enough, they could provide a real opportunity to create learning environments that are beneficial to persons with disabilities. Unfortunately, most MOOCs are not ‘sufficiently’ accessible, especially for persons with cognitive impairments and limited learning capacities. In this article, we describe the results of a participatory design process that involved students with cognitive impairments and specialists from various fields of expertise and led to the co-design of new functionalities to enhance the accessibility of a MOOC player. We also present the results of a multiple-cases study evaluation of a first prototype, whose results support the positive impact of our design decisions. Finally, we propose an integrative framework for the design of accessible e-learning systems derived from the different needs and guidelines that emerged during the process
Cognition · Cognitive psychology · Assistive Technology in Communication and Mobility · Computer Science · Digital Accessibility for Disabilities · Neuroscience · Online Learning and Analytics · Psychology
Applied Thematic Analysis
Mental Representations
E‐Learning and the Science of Instruction
Understanding e-learning continuance intention in the workplace
An Empirical Evaluation of the System Usability Scale
Cognitive load theory, learning difficulty, and instructional design
Nine Ways to Reduce Cognitive Load in Multimedia Learning
Generative Processes of Comprehension
The Technology Acceptance Model
Community participation of people with an intellectual disability
Cognitive Load Theory and Instructional Design
Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation
A contextualised model of accessible e-learning practice in higher education institutions
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Psychological compensation
Dyslexia and difficulties with study skills in higher education
Data Display in Qualitative Research
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2024 (2) |
| Highly cited | No |