Análisis de la accesibilidad cognitiva y del diseño de aprendizaje de un MOOC de IA generativa, desde un enfoque inclusivo para personas con autismo.
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
Los Cursos en Línea Masivos y Abiertos (MOOC) se han consolidado como una alternativa de formación flexible y de amplio alcance durante los últimos años, no obstante, la evaluación de su accesibilidad para quienes presentan autismo no ha sido antes explorada. En este contexto, el estudio analizó la accesibilidad cognitiva y del diseño de aprendizaje de un MOOC sobre alfabetización en Inteligencia Artificial generativa, adoptando un enfoque cuantitativo con un diseño no experimental y transversal, de alcance exploratorio-descriptivo. Para la recolección de datos, se aplicaron listas de verificación que evalúan la accesibilidad del diseño de aprendizaje y la accesibilidad cognitiva de MOOC, y un cuestionario de percepción de accesibilidad cognitiva dirigido a los participantes con autismo del curso. Los resultados indican un nivel medio de accesibilidad del diseño de aprendizaje, con un 66,7% de ajuste a las pautas del DUA, un nivel medio de accesibilidad cognitiva, con un 53,7 % de cumplimiento, mientras que la accesibilidad cognitiva del MOOC fue valorada positivamente por los participantes. Los resultados reflejan que el MOOC posee diversos aspectos que favorecen la accesibilidad cognitiva y del diseño de aprendizaje, sin embargo, existen aspectos que deben mejorar para responder a la diversidad de estudiantes con TEA.
Massive Open Online Courses (MOOC) have become a flexible and widely accessible training alternative in recent years. However, the evaluation of their accessibility for individuals with autism has not been explored before. In this context, the study analyzed the cognitive accessibility and learning design of a MOOC on generative Artificial Intelligence literacy, adopting a quantitative approach with a non-experimental and cross-sectional design, with an exploratory-descriptive scope. For data collection, checklists were applied to assess the accessibility of the learning design and the cognitive accessibility of the MOOC, along with a cognitive accessibility perception questionnaire directed at the participants with autism in the course. The results indicate a medium level of accessibility in the learning design, with 66.7% alignment with UDL guidelines, and a medium level of cognitive accessibility, with 53.7% compliance, while the cognitive accessibility of the MOOC was positively rated by participants. The results reflect that the MOOC has various aspects that favor cognitive accessibility and learning design; however, there are aspects that need improvement to better respond to the diversity of students with ASD.
Massive Open Online Courses (MOOC) have become a flexible and widely accessible training alternative in recent years. However, the evaluation of their accessibility for individuals with autism has not been explored before. In this context, the study analyzed the cognitive accessibility and learning design of a MOOC on generative Artificial Intelligence literacy, adopting a quantitative approach with a non-experimental and cross-sectional design, with an exploratory-descriptive scope. For data collection, checklists were applied to assess the accessibility of the learning design and the cognitive accessibility of the MOOC, along with a cognitive accessibility perception questionnaire directed at the participants with autism in the course. The results indicate a medium level of accessibility in the learning design, with 66.7% alignment with UDL guidelines, and a medium level of cognitive accessibility, with 53.7% compliance, while the cognitive accessibility of the MOOC was positively rated by participants. The results reflect that the MOOC has various aspects that favor cognitive accessibility and learning design; however, there are aspects that need improvement to better respond to the diversity of students with ASD.
Description
Tesis presentada para optar al título de Profesor/a de Educación Diferencial con mención en Discapacidad Intelectual.
Keywords
Educación a distancia, Cognición, Autismo, Inteligencia artificial