A Systematic Analysis of Accessibility in Computing Education Research

Baker, Catherine M.; El-Glaly, Yasmine N.; Shinohara, Kristen

doi:10.1145/3328778.3366843

Cited by 49 publications

(18 citation statements)

References 17 publications

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“…We found four SLRs [24]- [27] [25] conducted a historical review of the accessibility of online higher education. This was done using two concepts: ''authentic accessibility'' and ''programmatic definition'', each of which examined actual practice.…”

Section: ) Identification Of Need For a Systematic Literature Reviewmentioning

confidence: 99%

“…They also noted that some countries have legislation but still facing web accessibility issue due to not proper implementation of web accessibility law. 4) In 2020 C. M. Baker, Y. N. El-Glaly, and K. Shinohara [27], conducted research on SLR to identify common themes and methods covered in the computer education literature, with a particular focus on how the research seeks to improve ways to integrate accessibility into the computer education curriculum. Despite the general consensus that teaching accessibility in the computer science curriculum is good, there are few tools and resources to support instructors in higher education.…”

Section: ) Identification Of Need For a Systematic Literature Reviewmentioning

confidence: 99%

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Empirical Studies on Web Accessibility of Educational Websites: A Systematic Literature Review

2020

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Web accessibility means that people with some type of disability can make use of the Web in the same conditions as the rest of the people. When we talk about web accessibility, we refer to a web design and development that allows these people to perceive, understand, navigate and interact with the Web. Web accessibility also benefits other people, including elderly people whose abilities have declined as a result of age. The Web is an essential resource in human activity: education, employment, government, commerce, health, entertainment and many others benefit of the power of the Web. The aim of this systematic literature review is to analyze the empirical methods of evaluating accessibility to educational websites, disabilities and their errors described in a total of 25 selected studies. The results show that in 20 of the 25 papers, web accessibility was evaluated with automatic tools, in 2 papers it was evaluated with real users and in the other 3 papers with automatic tools, real users and experts. There is also evidence that all the educational websites analyzed in the papers need to correct errors. In conclusion, educational websites do not meet any version of the Web Content Accessibility Guidelines (WCAG) and their conformance levels. According to the results, the empirical evaluation methods used for web accessibility could be improved by adopting automatic evaluation tools for website construction and manual mechanisms with web accessibility experts. The challenge for educational institutions is to carry out web accessibility projects to comply with WCAG and other web accessibility standards and current laws of educational inclusion. INDEX TERMS Assessment, education, systematic literature review, websites, web page design, Web content accessibility guidelines (WCAG).

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Section: ) Identification Of Need For a Systematic Literature Reviewmentioning

confidence: 99%

Section: ) Identification Of Need For a Systematic Literature Reviewmentioning

confidence: 99%

Empirical Studies on Web Accessibility of Educational Websites: A Systematic Literature Review

2020

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“…The review provides a quantitative analysis of the teaching of accessibility, reporting the frequencies of different pedagogies used, and the coverage of accessibility concepts within courses. Baker, El-Glaly & Shinohara's (2020) locus is on what teaching is taking place, from a form and content perspective, rather than assessing quality, what is being researched and the specific pedagogic themes arising.…”

Section: Existing Reviewsmentioning

confidence: 99%

“…In short, we anticipate that this review will complement and supplement previous work, as it serves a different end. A focus on strategic development of the curriculum, types and locations of accessibility education are valuable to the field, as they seek to urgently assist the mapping and scaling of accessibility skills and capacity, in terms or 'what' and 'where' Social Science Protocols, May 2020, 1-11. http://dx.doi.org/10.7565/ssp.2020.2811 4 teaching can take place (Baker, El-Glaly, & Shinohara, 2020;Nishchyk & Chen, 2018). In turn, our work seeks to address 'how' accessibility can be taught and establish what is empirically known, in order to establish a baseline of evidence that teachers can work with in the development of their own teaching and in-class pedagogic practices.…”

Section: Existing Reviewsmentioning

confidence: 99%

Teaching Accessibility in Computer Science and Related Disciplines

Lewthwaite

Coverdale

Butler-Rees

2020

ssp

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Background: Imperatives for digital inclusion mean there is growing demand for graduates with the knowledge and skills to produce digital services that are accessible to disabled people and older populations. Accessibility is mandated by a body of laws that constitute digital disability rights, and internet use among disabled people is increasing (ONS, 2019). However, a lack of progress in the delivery of accessible mobile web-based services, tools and resources mean disabled and older people face persistent digital barriers. There is a pressing need to develop accessibility capacity in the digital workforce. To this end, this systematic literature review seeks to establish what is empirically known about the effective teaching and learning of digital accessibility through the lens of pedagogy. Methods/Design: The review will consider research (1999-2019) which focuses on the teaching and learning of digital accessibility in higher education and the workplace. The focus is on how pedagogy is enacted - the pedagogic practice of teaching - rather than curriculum development or other activities that relate to planning or governance. Two databases will be searched, using identified keywords. To identify further papers, backward- and forward- citation analysis is used. Researchers will work iteratively with the data, to ensure no loss of context through data extraction. A narrative synthesis of the findings will be presented. Discussion: The review will collate literature on the pedagogy of accessibility education, reporting on how the teaching or learning of digital accessibility is effectively undertaken. It will identify the empirical basis for accessibility pedagogy.

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“…This special issue focuses on how to improve universal access to educational data, with emphasis on (a) new technologies and associated data in educational contexts: artificial intelligence systems [70], robotics [71][72][73], augmented [74][75][76] and virtual reality (VR) [77][78][79][80][81], and educational data integration and management [82]; (b) the role of data in the digital transformation and future of higher education: Personal Learning Environments (PLE) [83,84], mobile PLE [85,86], stealth assessment [87], technology-supported collaboration and teamwork in educational environments [88], and student's engagement and interactions [89,90]; (c) user and case studies on ICTs in education [91,92]; (d) educational data in serious games and gamification: gamification design [93][94][95][96], serious game mechanics for education [97,98], ubiquitous/pervasive gaming [99], and game-based learning and teaching programming [100,101]; and (e) educational data visualization and data mining [102]: learning analytics [103], knowledge discovery [104], user experience [105,106], social impact [107], good practices [108], and accessibility …”

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confidence: 99%

New methods and technologies for enhancing usability and accessibility of educational data

Fonseca

García-Peñalvo

Camba

2020

Univ Access Inf Soc

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Recent advances in information and communication technologies (ICTs) have fostered the development of new methods and tools for exploring the increasingly large amounts of data that come from pedagogical domains [1][2][3][4][5]. These data have the potential to transform education into a personalized experience [6, 7] that meets the needs of each individual student [8]. Educational data research is becoming highly relevant in massive online courses [9], especially MOOCs (Massive Open Online Courses) [10-13] and SPOCs (Small Private Online Courses) [14][15][16]. Educational data are also the basis for learning analytics [17][18][19], with an increasing focus on the way educational data are presented [20][21][22], how users interact with the data [23][24][25][26], and data privacy and security [27][28][29][30].There are many types of data that can support student's learning [31], but the type and nature of the data, how they can be accessed, and who can access them, vary significantly. Whether educational data are collected from collaborative learning environments [32][33][34], course management systems [35,36], gamified training applications [37,38], or administrative systems from schools and universities [39-41], valuable properties, patterns, and insights often emerge. When combined with other factors such as timing and context, these factors play an important role in understanding how students learn [42], the settings in

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A Systematic Analysis of Accessibility in Computing Education Research

Cited by 49 publications

References 17 publications

Empirical Studies on Web Accessibility of Educational Websites: A Systematic Literature Review

Empirical Studies on Web Accessibility of Educational Websites: A Systematic Literature Review

Teaching Accessibility in Computer Science and Related Disciplines

New methods and technologies for enhancing usability and accessibility of educational data

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