ABSTRACT

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.

摘要

尽管提倡平等接受教育，但从小学到高等教育，残疾人的比例急剧下降，导致受教育水平较低。缺乏资格是就业机会的另一个障碍，加剧了他们被排斥在社会领域之外。近年来，基于计算机的教育方法经历了一场真正的革命，正如 MOOC 平台的大规模增长所反映的那样。由于它们足够灵活，它们可以提供一个真正的机会来创造有利于残疾人的学习环境。不幸的是，大多数 MOOC 都没有“足够”的可访问性，尤其是对于有认知障碍和学习能力有限的人。在本文中，我们描述了参与式设计过程的结果，该过程涉及认知障碍学生和来自各个专业领域的专家，并导致新功能的共同设计，以提高 MOOC 播放器的可访问性。我们还展示了第一个原型的多案例研究评估结果，其结果支持我们设计决策的积极影响。最后，我们提出了一个综合框架，用于设计无障碍电子学习系统，该系统源自在此过程中出现的不同需求和指南。他们的结果支持我们设计决策的积极影响。最后，我们提出了一个综合框架，用于设计无障碍电子学习系统，该系统源自在此过程中出现的不同需求和指南。他们的结果支持我们设计决策的积极影响。最后，我们提出了一个综合框架，用于设计无障碍电子学习系统，该系统源自在此过程中出现的不同需求和指南。