Developing E-Authentication for E-Assessment – Diversity of Students Testing the System in Higher Education

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 inst...

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Bibliographic Details
Published in:European journal of open, distance and E-Learning distance and E-Learning, 2021-01, Vol.23 (2), p.99-115
Main Authors: Uotinen, Sanna, Ladonlahti, Tarja, Laamanen, Merja
Format: Article
Language:English
Subjects:
accessibility
Adaptive Testing
Computer Assisted Testing
e-assessment
e-authentication
Evaluation Methods
Foreign Countries
Higher education
Identification
Plagiarism
Questionnaires
special educational needs and disabilities (SEND)
Special Needs Students
Student Attitudes
Student Evaluation
Students
Students with Disabilities
TeSLA system
Trust (Psychology)
Undergraduate Students
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Summary: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.
ISSN:1027-5207
1027-5207
DOI:10.2478/eurodl-2020-0013