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A technique for designing glossary activities with facial authentication
ARTICLE

, Open University of Madrid (UDIMA), ; , University of Zaragoza

Journal of e-Learning and Knowledge Society Volume 11, Number 1, ISSN 1826-6223 e-ISSN 1826-6223 Publisher: Italian e-Learning Association

Abstract

Nowadays, one of the key challenges for distance education is to be able to verify the students’ identity in order to check if they are actually who they claim to be when they are doing their online tasks and to avoid identity thief. This can be achieved through facial authentication software. In e-learning, thanks to this technology there is a way to confirm that the students are not committing fraud in their studies and besides to improve this kind of education by equaling its validity and prestige to traditional face-to-face education. The goal of this research is to avoid fake users that perform educational tasks on behalf of others in the Learning Management Systems (LMSs), and more specifically to develop a new technique to design activities with glossaries that properly allow control of the student learning process through facial authentication software. The presented technique is composed of several steps that guide instructors in the elaboration of this kind of activities. This work has used Moodle platform for the experimentation, and analyzes the experience of 67 students with the activities designed with the presented technique.

Citation

Guilln-Gmez, F. & Garca-Magario, I. (2015). A technique for designing glossary activities with facial authentication. Journal of e-Learning and Knowledge Society, 11(1),. Italian e-Learning Association. Retrieved July 24, 2019 from .

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