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Online e-learning and cognitive disabilities: A systematic review

机译：在线电子学习和认知残疾：系统审查

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For decades now, as the issue of social progress has come to the fore, the drive to improve access to education has been behind the growth in research into e-learning. The current systematic literature review raised the question of the existence of studies addressing the specific needs of persons with cognitive impairments. Indeed, e-learning is expected to be one of the critical tools for improving access to education and ultimately aiding social inclusion. The systematic literature review was performed through a four-step process including an exhaustive search of scientific literature databases, the selection of studies through exclusion and inclusion criteria, and literature analysis and synthesis. The main results are: 1) a lack of e-learning studies addressing the issue of accessibility for people with cognitive impairments (N = 29) with a purpose dominated by design guidelines rather than effectiveness assessment; 2) a weak inclusion of accessibility standards (N = 5) and 3) a weak inclusion of special education findings (N = 3), with a focus on specific neuropsychological disorders or syndromes (dyslexia, ADHD, etc.) rather than on impairments of cognitive function (attention, memory, etc.) as promoted by the International Classification of Functioning (World Health Organization, 2001); 4) the identification of five families of accessibility function (adaptive systems, game elements, accessible content, virtual agents and accessible interfaces or environments) and their dependency with activity-domain of learning. Results are discussed in terms of both design and assessment recommendations, promoting a multi-disciplinary approach combining educational sciences, cognitive sciences and computer science to develop more accessible e-learning systems.
机译：几十年来，随着社会进步问题所取得的问题，推动改善教育机会的推动已经落后于对电子学习的研究成长。目前的系统文献综述提出了解决涉及认知障碍人员特定需求的研究的问题。实际上，预计电子学习是改善对教育机会并最终帮助社会包容的关键工具之一。通过四步过程进行系统文献综述，包括通过排除和纳入标准的彻底搜索科学文献数据库，以及文学分析和合成的研究。主要结果是：1）缺乏关于具有认知障碍者的可访问性问题（n = 29）的电子学习研究，其目的是由设计指南而不是有效性评估的目的; 2）无障碍标准（n = 5）和3）疲软包含特殊教育结果（n = 3），重点关注特异性神经心理学疾病或综合征（诵读障碍，adhd等）而不是损伤认知函数（注意，记忆等）通过国际运作的国际分类（世界卫生组织，2001年）促进; 4）识别五个辅助功能函数（自适应系统，游戏元素，可访问内容，虚拟代理和可访问的接口或环境）及其与学习活动域的依赖关系。结果是在设计和评估建议方面讨论的，促进了一种组合教育科学，认知科学和计算机科学的多学科方法，以开发更可访问的电子学习系统。

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