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18 Int'l J. Educ. Tech. Higher Educ. 1 (2021)

handle is hein.journals/intjedth18 and id is 1 raw text is: Laamanen etal. IntiEduc TechnolHigh Educ (2021)18:4 https-//doi.org/10.1186/s41239-020-00236-9 International journal of Educational Technology in Higher Education Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities Merja Laamanen , Tarja Ladonlahti2, Sanna Uotinen2, Alexandra Okada3, David Baheres4 and Serpil Ko dar5 *Correspondence: merja.h.Iaamanen@jyu.fi Abstract ' Faculty of nformation Trust-based e-assessment systems are increasingly important in the digital age for Technology, University ofJyvaskyla, Box 35, both academic institutions and students, including students with special educational 40014Jyvaskyla, Finland needs and disabilities (SEND). Recent literature indicates a growing number of studies Full list ofauthor information about e-authentication and authorship verification for quality assurance with more is available at the end of the article flexible modes of assessment.Yet understanding the acceptability of e-authentication systems among SEND students is underexplored. This study examines SEND students' views about the use of e-authentication systems, including perceived advantages and disadvantages of new technology-enhanced assessment. This study aims to shed light on this area by examining the attitudes of 267 SEND students who used, or were aware of, an authentication system known as adaptive trust-based e-assessment sys- tem for learning (TeSLA). The results suggest a broadly positive acceptability of these e-authentication technologies by SEND students. In the view of these students, the key advantages are the ability of proving the originality of their work, and trust-based e-assessment results; the key disadvantages are the possibility that the technology might not work or present wrong outputs in terms of cheating. Keywords: Accessibility, Acceptability, e-Authentication, Students with special educational needs and disabilities, Higher education, Personal data C Springer Open Introduction The utilization of digital learning environments (DLEs) is increasing in the field of higher education. Digitalization is one of the key solutions to current challenges: it adds flex- ibility to higher education studies, and makes higher education studies available for all students, regardless of their disabilities, personal life situations, geographical locations, or exceptional local or global circumstances (e.g. COVID-19). Increasing the oppor- tunities for diverse student populations is also in line with European higher education policies. These policies indicate a strong commitment to enhancing the opportunities of diverse learners (European Commission, 2010; European Commission, 2017). Further- more, legislation related to online education and online services has been developed. In the EU, new legislation for privacy and data transfer (General Data Protection Reg- ulation, GDPR) and accessibility (Directive [EU] 2016/2102) has also come into effect, ŠThe Author(s) 2021. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the mate- rial. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directlyfrom the copyright holder.To view a copyof this licence, visit httpy/ creativecommons.org/licenses/by/4.0/.