(440) FACIAL AUTHENTICATION CONSIDERING THE DIFFERENT KINDS OF ACTIVITIES IN MOODLE AND ITS PLUGINS

摘要

Face-based authentication technology has become one of the most influential techniques in thescience of biometrics in recent years, especially in the field of education. Due to the high demand inthe field of e-learning, it encounters new aspects that should be determined to be as acceptable andrecognized as face-to-face learning. One of the critical aspects to keep in mind is the possibility oftaking exams or tests at home preventing identity substitution. For now, the students' way of workingis not usually controlled in e-learning, considering that usually there is not any procedure to monitor inwhich situation they develop their activity. Some frauds can be stopped in e-learning with facialauthentication technology by automatically verifying the identities of students while doing theiractivities in the Learning Management Systems (LMSs). Nonetheless, the main drawback of includingthis technology in a given university at once is that students will probably feel over-controlled and theymay be discouraged from learning and continuing studying in the same university.The goal of this research is to develop a guideline for e-learning lecturers from different universities,on how to introduce facial authentication reducing as much as possible the rejection from the students.This work is aimed at identifying which types of activities have more acquiescence from the studentsand establishing an order of kinds of activities recommended for the progressive incorporation of facialauthentication in the different academic years;;as well as analyzing the impact of facial authenticationin e-learning within the Moodle LMS.This work presents the experimentation of including a face-based biometrical authenticationtechnology in a Moodle virtual room of the Master Degree in Education and New Technologies of theMadrid Open University. The students were surveyed about the suitability of this technology for thedifferent kinds of activities. In particular, they were asked about the different kinds of activities offeredby Moodle and its plugins activated in this university. These kinds of activities are tests, glossaries,lessons, task mailboxes, Wikis, Blackboard Collaborate sessions (originally named Elluminatesessions), and forums. In addition, the different sub-kinds of task mailboxes were separately analyzed.The surveys were replied with a seven-point Likert scale.The surveys were replied by 28 students. This paper analyzes the responses, and the correspondingaverages are presented. Concretely, these averages show that students find the face-basedauthentication technology suitable for the different kinds of activities in the following order from moresuitable to less:(1) tests,(2) glossaries,(3) lessons,(4) task mailboxes and Wikis,(5) Blackboard Collaborate sessions,(6) Forums.The current paper also presents a guideline for allowing lectures of different universities to graduallyintroduce face-based authentication technology in their Moodle virtual rooms. This guideline is basedon the students' preferences showed in the experimental results. The guideline recommends firstlyintroduce this technology in the kinds of activities wider accepted by students, and afterwards, whenthe students are used to it, include this technology in the other kinds of activities. In fact, the sameaforementioned order of suitable kinds of activities is recommended for gradually introducing thistechnology.