Towards Truly Accessible MOOCs for Persons with Cognitive Disabilities: Design and Field Assessment

Pierre-Antoine Cinquin 1, 2, 3 Pascal Guitton 1, 3 Hélène Sauzéon 1, 2, 4
3 Potioc - Popular interaction with 3d content
LaBRI - Laboratoire Bordelais de Recherche en Informatique, Inria Bordeaux - Sud-Ouest
4 Phoenix - Programming Language Technology For Communication Services
LaBRI - Laboratoire Bordelais de Recherche en Informatique, Inria Bordeaux - Sud-Ouest, EA4136 - Handicap et système nerveux :Action, communication, interaction: rétablissement de la fonction et de la participation [Bordeaux]
Abstract : MOOCs are playing an increasingly important role in education systems. Unfortunately, MOOCs are not fully accessible. In this paper, we propose design principles to enhance the accessibility of MOOC players, especially for persons with cognitive disabilities. These principles result from a participatory design process gathering 7 persons with disabilities and 13 expert professionals. They are also inspired by various design approaches (Universal Design for Learning, Instructional Design, Environmental Support). We also detail the creation of a MOOC player offering a set of accessibility features that users can alter according to their needs and capabilities. We used it to teach a MOOC on digital accessibility. Finally, we conducted a field study to assess learning and usability outcomes for persons with cognitive and non-cognitive impairments. Results support the effectiveness of our player for increasing accessibility.
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Submitted on : Monday, April 9, 2018 - 10:42:24 AM
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Pierre-Antoine Cinquin, Pascal Guitton, Hélène Sauzéon. Towards Truly Accessible MOOCs for Persons with Cognitive Disabilities: Design and Field Assessment. ICCHP 2018 - 16th International Conference on Computers Helping People with Special Needs, Jul 2018, Linz, Austria. ⟨hal-01761462⟩

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