A Method to Evaluate Accessibility in E-learning Education Systems

Batanero, Concha; Karhu, Markku; Holvikivi, Jaana; Otón, Salvador; Amado-Salvatierra, Hector R.

doi:10.1109/icalt.2014.163

Cited by 16 publications

(8 citation statements)

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“…Numerous articles (Tables II, IV and V) have declared that various usability aspects lead to an increase in the dropout rates of e-learning systems. This declaration is justified with respect to the nature of e-learning and distraction raised by the design of an e-learning system (Batanero et al, 2014b;Daramola et al, 2017;Harder et al, 2016). With that, this research has achieved the two objectives formulated to drive the research.…”

Section: Usability Attributes Cited By Studiesmentioning

confidence: 94%

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The role of usability on e-learning user interactions and satisfaction: a literature review

Gunesekera

Bao²,

Kibelloh

2019

JSIT

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Purpose The purpose of this study is to review the effect of usability factors on e-learning user relationships, namely, student–student interaction (SSI), student–instructor interaction (SII) and student–content interaction (SCI), in the existing e-learning literature. Further, this study intended to identify whether usability contributes to the satisfaction of e-learners. Design/methodology/approach This study has undertaken a systematic review using the PRISMA methodology to filter the literature in the domain of e-learning with respect to usability concerns using six databases. An analytical framework has been formulated to evaluate the literature against different dimensions of interactions and usability. Findings Results reveal that while SSI has grabbed 71.4 per cent research attention with respect to usability factors of e-learning systems, SCI has been given the least focus, i.e. 26.6 per cent. According to the results, e-learning systems’ usability issues influence the user relationships and affect the user satisfaction, which will lead to lack of user continuity. Practical implications The findings of this review will provide insights to instructional designers to construct more satisfied learning content for the users. The analysis framework of this study will encourage researchers to drive future research in e-learning along with the concern of usability. Originality/value This research emphasizes on the importance of SCI to focus future e-learning research on a different angle, in addition to SSI and SII. The analysis framework of this study will provide different dimensions, specifically for the empirical research in the domain of e-learning.

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Section: Usability Attributes Cited By Studiesmentioning

confidence: 94%

“…This also can be interpreted, as how much the user enjoys using the system (Alharbi et al, 2014). Batanero et al (2014a) provided guidelines to usability factors in HCI. Accordingly, they suggest perceivable, operable, understandable and robust as the key elements of usability.…”

Section: E-learning Systems' Usability Aspectsmentioning

confidence: 99%

The role of usability on e-learning user interactions and satisfaction: a literature review

Gunesekera

Bao²,

Kibelloh

2019

JSIT

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“…Therefore, more accessibility research is needed. The standard [11] presents relevant information on the use of accessibility metadata [33]. The implementation of AfA 3.0 sought to socialize its applicability and greater understanding, which contributes to the gradually increasing learning curve [34].…”

Section: Related Workmentioning

confidence: 99%

The use of accessibility metadata in e-learning environments: a systematic literature review

Ingavélez-Guerra

Tortosa

Hilera-González

et al. 2021

Univ Access Inf Soc

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E-learning environments constitute an essential element in education, as they help students to ensure their pass their courses and graduate on time. Although guidelines, techniques, and methods have been presented in some literature in recent years to contribute to the development of accessible e-learning environments that promote digital inclusion, their implementation is challenging. In this context, the use of accessibility metadata not only provides a way to enhance the description of adapted educational resources but also facilitates their search according to the needs and preferences of students, in particular those with disabilities. In this paper, a systematic review was conducted in order to provide the state of the art regarding the use of accessibility metadata in e-learning environments. A total of 746 documents were found during the period from 2012 to 2019, of which 31 were selected according to the inclusion and exclusion criteria relevant to our review. The findings revealed an intensive use of models and standards of accessibility in e-learning environments, however, using accessibility metadata remains underused. In fact, the evaluation of accessibility and adaptability through the use of its metadata was not found. The findings obtained also helped to establish challenges and opportunities in this research field as well as to provide an overview that could support those who generate educational resources to keep their interest in making them accessible.

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“…As noticed by Batanero et al (2014), there seems to be a relationship between WCAG 2.0 guidelines and those accessibility terms discussed above. It appears that those terms could be keywords for the intentions of some or most of the WCAG 2.0 principles.…”

Section: What Is Accessibility Metadata?mentioning

confidence: 95%

Metadata and universal access in digital library environments

Beyene

2017

LHT

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Purpose-Accessibility metadata has been a recurring theme in recent efforts aimed at promoting accessibility of Information and Communication Technology (ICT) solutions to all regardless of their disabilities, cultural differences, language, etc. This paper explores the potential of accessibility metadata in improving knowledge discovery and access in digital library environments, discusses developments in creating accessibility terms for resource description, and attempts to relate those developments to the overall purpose of universal design to finally present some recommendations.Design/Methodology/Approach -This is an exploratory study based on review of selected literature and documentations made available by metadata projects. Search for related literature was made via Google Scholar, EBSCO and Web of Science Databases using terms and combination of terms such as "universal design and metadata", "accessibility metadata", "inclusive design", and "metadata and digital libraries". Some documentations on metadata projects were obtained through email correspondences.Findings: The overall discussion shows that accessibility metadata can be instrumental in exposing accessible resources to search engines and in augmenting library resource discovery tools for the benefit of users with disabilities. Accessibility metadata would help users to quickly discover materials that fit their needs. However, the notion of indexing resources by their accessibility attributes remains an area that needs further exploration.Originality/Value-The paper gives emphasis to the importance of metadata research in universal design endeavors. It also provides recommendations for practical applications that would improve accessibility in digital library environments.

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A Method to Evaluate Accessibility in E-learning Education Systems

Cited by 16 publications

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The role of usability on e-learning user interactions and satisfaction: a literature review

The role of usability on e-learning user interactions and satisfaction: a literature review

The use of accessibility metadata in e-learning environments: a systematic literature review

Metadata and universal access in digital library environments

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