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Assessment of Video Accessibility by Students of a MOOC on Digital Materials for All

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dc.contributor.authorElisa M. Molanes López
dc.contributor.authorRodríguez Ascaso, Alejandro
dc.contributor.authorLetón Molina, Emilio
dc.contributor.authorPérez Martín, Jorge
dc.contributor.orcidhttps://orcid.org/0000-0003-3217-8551
dc.date.accessioned2025-01-28T18:44:30Z
dc.date.available2025-01-28T18:44:30Z
dc.date.issued2021-05-21
dc.descriptionThe registered version of this article, first published in IEEE Access, is available online at the publisher's website: Institute of Electrical and Electronics Engineers, https://doi.org/10.1109/ACCESS.2021.3079199
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en IEEE Access, está disponible en línea en el sitio web del editor: Institute of Electrical and Electronics Engineers, https://doi.org/10.1109/ACCESS.2021.3079199
dc.description.abstractThe assessment of multimedia accessibility is a relevant, complex and time-consuming task, which takes more than simply checking whether the video has audiodescription and captions or not. In our study, we face this challenge through the: 1) involvement of a cohort of novice evaluators, who previously took part in a MOOC on the accessibility of digital content and 2) the division of the accessibility assessment into the application of a set of criteria. Two groups of novice accessibility testers were asked to evaluate the accessibility of two similar videos, one video per group. While both videos were equivalent in terms of their pedagogical content, only one of them had non-severe accessibility barriers for people with low vision and for blind people. Each participant was asked to rate qualitatively a set of statements extracted from the WCAG 2.1 success criteria, one generic statement about the video accessibility, and a set of statements on the quality perception and the aspects of personal preference. The largest differences in ratings occurred for statements whose success criteria had been improved. It was also the case for one success criterion that is understandable but hardly applicable by novice evaluators, according to the literature. However, the difference was statistically significant only for the success criterion with more salient differences between both videos. As a main conclusion, a group of novice evaluators can identify accessibility problems in videos when using specific accessibility statements.en
dc.description.versionversión publicada
dc.identifier.citationE. M. Molanes-López, A. Rodriguez-Ascaso, E. Letón and J. Pérez-Martín, ""Assessment of Video Accessibility by Students of a MOOC on Digital Materials for All,"" in IEEE Access, vol. 9, pp. 72357-72367, 2021
dc.identifier.doihttps://doi.org/10.1109/ACCESS.2021.3079199
dc.identifier.issn2169-3536
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25610
dc.journal.titleIEEE Access
dc.journal.volume9
dc.language.isoen
dc.page.final72367
dc.page.initial72357
dc.publisherInstitute of Electrical and Electronics Engineers
dc.relation.centerE.T.S. de Ingeniería Informática
dc.relation.departmentInteligencia Artificial
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject12 Matemáticas::1203 Ciencia de los ordenadores ::1203.04 Inteligencia artificial
dc.subject.keywordsaccessibilityen
dc.subject.keywordsevaluationen
dc.subject.keywordshuman computer interactionen
dc.subject.keywordssocialen
dc.subject.keywordsvideoen
dc.titleAssessment of Video Accessibility by Students of a MOOC on Digital Materials for Allen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication8cebd62d-365a-453d-9583-1018ad628963
relation.isAuthorOfPublication316d9be8-fcb6-44a0-adb4-8742c293f6be
relation.isAuthorOfPublicationfda2a608-1b8f-46a1-87cc-777559fcf158
relation.isAuthorOfPublication.latestForDiscovery8cebd62d-365a-453d-9583-1018ad628963
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