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Performance of students with different accessibility needs and preferences in “Design for All” MOOCs

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dc.contributor.authorRodríguez Ascaso, Alejandro
dc.contributor.authorMolanes López, Elisa M.
dc.contributor.authorJorge Pe´rez-Martı´nI
dc.contributor.authorPérez Martín, Jorge
dc.contributor.authorLetón Molina, Emilio
dc.contributor.orcidhttps://orcid.org/0000-0003-3217-8551
dc.date.accessioned2025-01-28T18:32:57Z
dc.date.available2025-01-28T18:32:57Z
dc.date.issued2024-03-07
dc.descriptionThe registered version of this article, first published in PLoS ONE, is available online at the publisher's website: EDITOR, https://doi.org/10.1371/journal.pone.0299090
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en PLoS ONE, está disponible en línea en el sitio web del editor: EDITOR, https://doi.org/10.1371/journal.pone.0299090
dc.description.abstractRecent research has shown that Massive Open Online Courses (MOOCs) create barriers for students with disabilities. Not taking into account their needs in the design, production or delivery of MOOCs may be one of the main causes behind this. It leads to poor compliance with suitable learning designs and web accessibility standards, as well as a lack of knowledge about the students’ needs. The objective of our research is to analyze the learning performance of the students in MOOCs on topics related to Design for All, offered in an Open edX-based platform. Accessibility support was conceived from the outset, including compliance of both the platform and the learning resources with the WCAG 2.1 accessibility standard, and with a subset of the principles of Universal Design for Learning. Additionally, students were consulted on their accessibility needs and preferences, following publicly available modeling schemes and previous research. From a sample of 765 students, who completed at least one of the graded assessment activities of the course, a multilevel multiple logistic regression model was fitted. Based on that model, the results indicate that: a) users of screen readers and users of captions show a statistically significant positive association with a good performance when compared to students with no preferences, with an odds ratio of, respectively, OR = 13.482 and OR = 13.701; b) students who have low vision or very low vision show a significant negative association with a good performance when compared to users of screen readers and to users of captions, with OR = 26.817 and OR = 27.254, respectively.es
dc.description.versionversión publicada
dc.identifier.citationRodriguez-Ascaso A, Molanes-López EM, Pérez-Martín J, Letón E (2024) Performance of students with different accessibility needs and preferences in “Design for All” MOOCs. PLoS ONE 19(3): e0299090. https://doi.org/10.1371/journal.pone.0299090
dc.identifier.doihttps://doi.org/10.1371/journal.pone.0299090
dc.identifier.issn1932-6203
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25609
dc.journal.issue3
dc.journal.titlePLoS ONE
dc.journal.volume19
dc.language.isoen
dc.publisherPublic Library of Science
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.titlePerformance of students with different accessibility needs and preferences in “Design for All” MOOCsen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
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relation.isAuthorOfPublication.latestForDiscovery8cebd62d-365a-453d-9583-1018ad628963
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