@conference {784,
	title = {MOOC Accessibility from the Educator Perspective},
	booktitle = {Proceedings of the 22nd International Conference on Human-Computer Interaction},
	year = {2020},
	publisher = {Springer International Publishing},
	organization = {Springer International Publishing},
	abstract = {<p>This work presents the universal access design principles and methods for natural language communication design in e-learning for the disabled. It unfolds a theoretical perspective to the design-for-all methodology and provides a framework description for technologies for creating accessible content for educational content communication. Main concerns include the problem identification of design issues for universal accessibility of spoken material, the primary pedagogical aspects that such content implementation should follow upon, as well as look into the state of the most popular e-learning platforms for which educators create and communicate educational content in an e-learning environment. References to massive open online course platform types of content that exist at the moment are examined in order to understand the challenges of bridging the gap between the modern design of rich courses and universal accessibility. The paper looks into the existing technologies for accessibility and a frame for analysis, including methodological and design issues, available resources and implementation using the existing technologies for accessibility and the perception of the designer as well as the user standpoint. Finally, a study to inform and access how potential educators may perceive the accessibility factor shows that accessible content is a major requirement toward a successful path to universally accessible e-learning.</p>
},
	keywords = {design-for-all, interactive e-learning, MOOC, speech processing, technologies for accessibility, universal accessibility},
	url = {10.1007/978-3-030-60149-2_10},
	author = {Dimitris Spiliotopoulos and Vassilis Poulopoulos and Dionisis Margaris and Eleni Makri and Costas Vassilakis}
}
@article {781,
	title = {Multimodal Interaction: Correlates of Learners{\textquoteright} Metacognitive Skill Training Negotiation Experience},
	journal = {Information},
	volume = {11},
	year = {2020},
	month = {jul},
	pages = {381},
	abstract = {<p>Metacognitive training reflects knowledge, consideration and control over decision-making and task performance evident in any social and learning context. Interest in understanding the best account of effective (win-win) negotiation emerges in different social and cultural interactions worldwide. The research presented in this paper explores an extended study of metacognitive training system during negotiation using an embodied conversational agent. It elaborates on the findings from the usability evaluation employing 40 adult learners pre- and postinteraction with the system, reporting on the usability and metacognitive, individual- and community-level related attributes. Empirical evidence indicates (a) higher levels of self-efficacy, individual readiness to change and civic action after user-system experience, (b) significant and positive direct associations between self-efficacy, self-regulation, interpersonal and problem-solving skills, individual readiness to change, mastery goal orientation and civic action pre- and postinteraction and (c) gender differences in the perceptions of system usability performance according to country of origin. Theoretical and practical implications in tandem with future research avenues are discussed in light of embodied conversational agent metacognitive training in negotiation.</p>
},
	keywords = {big data, Cultural Events, Persona, personalization, Topic Modelling, Usability, User Experience, User Interface Design},
	doi = {10.3390/info11080381},
	author = {Dimitris Spiliotopoulos and Eleni Makri and Costas Vassilakis and Dionisis Margaris}
}
