期刊名称：European Journal of Open, Distance and E-Learning
电子版ISSN：1027-5207
出版年度：2021
卷号：23
期号：2
页码：99-115
DOI：10.2478/eurodl-2020-0013
出版社：Walter de Gruyter GmbH
摘要：E-authentication is one of the key topics in the field of online education and e-assessment. This study was aimed at investigating the user experiences of students with special educational needs and disabilities (SEND) while developing the accessible e-authentication system for higher education institutions. Altogether, 15 students tested the system (including instruments for face recognition, voice recognition, keystroke dynamics, text style analysis and anti-plagiarism), developed as part of the TeSLA project. Students also completed pre-questionnaires and post-questionnaires and attended individual interviews. The findings reveal positive expectations and experiences of e-authentication. Students believed that the e-authentication system increased trust and, thus, diversified their possibilities for studying online. Students found some challenges and emphasized that the e-authentication system should be reliable and easy to use. The possibility to use different kinds of instruments was perceived as an important feature. Students’ willingness to use these instruments and share their personal data for e-authentication varied due to their disabilities or individual preferences. The results suggest that students should have options for what kind of e-authentication they use.
关键词：e-authentication ; e-assessment ; special educational needs and disabilities (SEND) ; higher education ; accessibility ; TeSLA system
