A serious game to improve engagement with web accessibility guidelines

Spyridonis, Fotios; Daylamani-Zad, Damon

doi:10.1080/0144929x.2019.1711453

Cited by 23 publications

(6 citation statements)

References 59 publications

(60 reference statements)

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“…Incorporating game elements into work activities aids to raise motivation [92]. However, Game designers must pay attention to the integration of tasks and exercises within the game design [88]. Creating games for learning employs expensive resources.…”

Section: Resultsmentioning

confidence: 99%

Adaptive gamification in E‐learning: A literature review and future challenges

Bennani

Maalel

Ghezala

2021

Comp Applic In Engineering

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The trend of gamification in online education has grown as technological advancements allow for more digitized learning environments to create interactive and engaging learning experiences. Learners are motivated in various ways, which necessitates an understanding of gamification mechanics and dynamics that produce enjoyment to adapt them to a variety of factors such as personality, needs, values, and motivations of each learner. Furthermore, exploration and advancement in the field of artificial intelligence (AI) allow us to provide an intelligent adaptive gamification environment. The aim of this study is to review the existing literature on adaptive gamification in e‐learning, as well as to highlight the scoops and future challenges of adaptive gamification applications. The present research followed the literature review method. For the data collected in this study, we used a qualitative approach. This paper presents in the first part a literature review of studies and a synthesis of the literature on the application of adaptive gamification in online education. The second part deals with the use of AI with adaptive gamification in online education and proposes its different techniques and future adaptation.

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Section: Resultsmentioning

confidence: 99%

Adaptive gamification in E‐learning: A literature review and future challenges

Bennani

Maalel

Ghezala

2021

Comp Applic In Engineering

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“…There may be other reasons like lack of awareness about disabilities among staff members as well as webdesigners (Abuaddous et al, 2016) of universities. It has been observed in some other studies that web designers are often faced with the challenge of following web accessibility guidelines (Spyridonis & Daylamani-Zad, 2021) but on the other hand the understanding of the user experience and Web accessibility is key to design web sites (Aizpurua et al, 2016) and thus university administration in general and the web administrators in particular need to be aware of accessibility guidelines and designing the websites accordingly to ensure equity and inclusion otherwise equity and inclusion in higher education in India as promised in NEP 2020 will be a day dream only.…”

Section: Discussionmentioning

confidence: 99%

A case study of Web Content Accessibility of 15 top-ranked Universities of India

Kumar

2021

Preprint

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Accessibility of websites are very important for making it web-based information for persons with disabilities which further reinforced by COVID-19 pandemic. Web Content Accessibility Guidelines (WCAG) has been developed by World Wide Web Consortium (W3C) and accordingly Guidelines for Indian Government Websites (GIGW) has also been developed. In this case study we studied the home page of websites of 15 top ranked Higher Education Institutions of India ranked by National Institutional Ranking Framework (NIRF), started in 2016 for availability of basic accessibility features. The ranking used is of latest one i.e. of 2020. Qualitative observation has been made of the home page of each 15 universities and the NIRF website. Eleven fundamental accessibility features were taken in to account. Results revealed that most of these top15 ranked universities lack even basic accessibility feature making their websites inaccessible for persons with disabilities. Options like font size, screen reader, high contrast text also were not found on may website of top-15 universities. The website of NIRF had no basic features out of 11 considered in the study indicating a very poor condition of digital accessibility features of website of top ranked universities which needs urgent attention to achieve equity and inclusion as promised in NEP 2020.

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“…Those technologies converge to provide unparalleled vital services such as involuntary recommendations, advice, and predictions towards teachers' and learners' pathways of the education journey. This guidance further ensures collectible assistive information (Spyridonis and Daylamani-Zad, 2021) to uplift education experience and quality to a new level. The underlying foundation is the need for reliable storage, a receptacle where Micro-teaching stores and combines a massive amount of structured and unstructured data (Isaac et al, 2020).…”

Section: Micro-teachingmentioning

confidence: 99%

Education Exchange Storage Protocol: Transformation Into Decentralized Learning Platform

et al. 2021

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The current micro-teaching process is readily online, and it is functional anywhere and anytime ubiquitously. All or most teaching and learning activities are accessible in centralized storage. However, centralized storage has inherent problems, such as a single point of failure with many possible data breaches, much duplication of data stored repeatedly in one location, and the lack of trust in third parties for data stored in centralized storage. Further issues include the high cost and low performance of the online systems that hinder the quality of the education process. In this paper, we propose a new framework Education Exchange Storage Protocol (EESP). EESP aims to improve the efficiency of the decentralized storage ecosystem in micro-teaching, coupled with blockchain technology acting as a control layer. Blockchain empowers the decentralized system by bringing together the most incompatible unstructured entities and integrate them. The decentralized storage system is armed with a blockchain smart contract that acts as a control layer, featuring impregnable security, immutability, trace-ability, and transparency. The EESP framework aims to elevate teaching and learning through blockchain decentralized storage systems in a transformational way, including but not limited to things like micro-credential, massive open online courses, and gamification, all in a single immersive learning platform. Finally, we tested and evaluated this framework using the truffle simulator, and the results demonstrate that the EESP model significantly improves performance.

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A serious game to improve engagement with web accessibility guidelines

Cited by 23 publications

References 59 publications

Adaptive gamification in E‐learning: A literature review and future challenges

Adaptive gamification in E‐learning: A literature review and future challenges

A case study of Web Content Accessibility of 15 top-ranked Universities of India

Education Exchange Storage Protocol: Transformation Into Decentralized Learning Platform

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