An Accessibility-First Generative AI Chatbot to Support Inclusive MOOC Discovery and Early Onboarding
References
- Aguis, J. (2024). Inclusive education for all: A qualitative exploration of fostering social justice and supporting students with special educational needs in the learning environment. MCAST Journal of Applied Research & Practice, 7(3), 20–39. 10.5604/01.3001.0054.2570
- Bozkurt, A. (2024). GenAI et al.: Cocreation, authorship, ownership, academic ethics and integrity in a time of generative AI. Open Praxis, 16(1), 1–10. 10.55982/openpraxis.16.1.654
- Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., Stracke, C. M., Singh, L., & Crompton, H. (2024). The manifesto for teaching and learning in a time of generative AI: A critical collective stance to better navigate the future. Open Praxis, 16(4), 487–513. 10.55982/openpraxis.16.4.777
- Burgstahler, S. (2023).
Designing inclusive formal and informal online learning: What do instructors need to know? In Guide to digital accessibility (pp. 113–128). Routledge. 10.4324/9781003438922-12 - Caelen, O., & Blete, M.-A. (2024). Developing apps with GPT-4 and ChatGPT: Build intelligent chatbots, content generators, and more. O’Reilly Media.
- Chapman, P., Clinton, J., Kerber, R., Khabaza, T., Reinartz, T., Shearer, C., & Wirth, R. (2000). CRISP-DM 1.0: Step-by-step data mining guide.
https://www.the-modeling-agency.com/crisp-dm.pdf . - Coursera. (2025). Coursera Support. Retrieved December 24, 2025, from
https://www.coursera.support/s/?language=en_US . - Ding, Y., Cho, S.-J., Dong, C., Luo, Z., & Li, H. (2024). The involvement of academic and emotional support for sustainable use of MOOCs. Behavioral Sciences, 14(6),
461 . 10.3390/bs14060461 - EDUCAUSE. (2015). Using design thinking in higher education. EDUCAUSE Review.
https://er.educause.edu/articles/2015/1/using-design-thinking-in-higher-education . - edX. (2025). edX. Retrieved December 24, 2025, from
https://www.edx.org/ . - Farrow, R., Iniesto, F., Pitt, R., Weller, M., & Bossu, C. (2024). Innovation with open educational resources: An integrative review of drivers, barriers and enablers. Journal of Open, Distance, and Digital Education, 1(2), 1–41.
- FutureLearn. (2025). FutureLearn Help Centre. Retrieved December 24, 2025, from
https://futurelearn.zendesk.com/hc/en-us . - Goel, A. K., & Polepeddi, L. (2018).
Jill Watson: A virtual teaching assistant for online education . In Learning engineering for online education (pp. 120–143). Routledge. 10.4324/9781351186193-7 - Grover. (2024). Next-generation education: The impact of generative AI on learning. Journal of Informatics Education and Research, 4(2).
- Guettala, M., Bourekkache, S., Kazar, O., Harous, S., & others. (2024). Generative artificial intelligence in education: Advancing adaptive and personalized learning. Acta Informatica Pragensia, 13(3), 460–489. 10.18267/j.aip.235
- Hamideh Kerdar, S., Bächler, L., & Kirchhoff, B. M. (2024). The accessibility of digital technologies for people with visual impairment and blindness: A scoping review. Discover Computing, 27(1),
24 . 10.1007/s10791-024-09460-7 - Holmes, W., et al. (2022). State of the art and practice in AI in education. European Journal of Education, 57(4), 542–570. 10.1111/ejed.12533
- Hugging Face. (2025). Language identification dataset (papluca/language-identification). Retrieved December 24, 2025, from
https://huggingface.co/datasets/papluca/language-identification . - Ingavélez-Guerra, P., Otón-Tortosa, S., Hilera-González, J., & Sánchez-Gordón, M. (2023). The use of accessibility metadata in e-learning environments: A systematic literature review. Universal Access in the Information Society, 22(2), 445–461. 10.1007/s10209-021-00851-x
- Jiang, X., Peters, R., Plonsky, L., & Pajak, B. (2024). The effectiveness of Duolingo English courses in developing reading and listening proficiency. CALICO Journal, 41(3), 249–272. 10.1558/cj.26704
- Kakar, S., Maiti, P., Taneja, K., Nandula, A., Nguyen, G., Zhao, A., Nandan, V., & Goel, A. (2024). Jill Watson: Scaling and deploying an AI conversational agent in online classrooms. In Proceedings of the International Conference on Intelligent Tutoring Systems (pp. 78–90). 10.1007/978-3-031-63028-6_7
- Kappas, A. (2013). Social regulation of emotion: Messy layers. Frontiers in Psychology, 4, Article
51 . 10.3389/fpsyg.2013.00051 - Kennedy, D., Halim, E., Condrobimo, A. R., Syamsuar, D., & Ferdianto, F. (2023). Overcoming language barriers in MOOCs with artificial intelligence: An AI-based approach for multilingual education. In 2023 Eighth International Conference on Informatics and Computing (ICIC) (pp. 1–6). 10.1109/ICIC60109.2023.10381900
- Khan Academy. (2025). Does Khanmigo have a read-aloud or text-to-speech feature? Retrieved December 24, 2025, from
https://support.khanacademy.org/hc/en-us/articles/23772334788365-Does-Khanmigo-have-a-read-aloud-or-Text-to-speech-feature . - Khong, P., Holmes, D., Masoudian, B., Lund, G. C., & Garwood, S. (2024). Lecture capture, transcripts, and captioning in US colleges of osteopathic medicine: Descriptive cross-sectional survey. Medical Science Educator, 35, 625–628. 10.1007/s40670-024-02224-4
- Kilgore, W., & Al-Freih, M. (2017). MOOCs as an innovative pedagogical design laboratory. International Journal on Innovations in Online Education, 1(1). 10.1615/IntJInnovOnlineEdu.2016015210
- Królak, A., Zając, P., & Zając, P. (2022). Analysis of the accessibility of selected massive open online courses (MOOCs) for users with disabilities. Universal Access in the Information Society, 1–12. 10.1007/s10209-022-00927-2
- Kuddus, K. (2022). Artificial intelligence in language learning: Practices and prospects. In Advanced analytics and deep learning models (pp. 1–17). 10.1002/9781119792437.ch1
- Kumar, A., & Nagar, D. K. (2024). AI-based language translation and interpretation services: Improving accessibility for visually impaired students. In Transforming learning: The power of educational (p.
178 ). - Lee, T. E. (2024). Exploring naturalness in MOOC video lecture MT subtitles: A case study. TransLogos Translation Studies Journal, 7(1), 41–61. 10.29228/transLogos.64
- Liu, J., Li, S., & Dong, Q. (2024). Collaboration with generative artificial intelligence: An exploratory study based on learning analytics. Journal of Educational Computing Research. Advance online publication. 10.1177/07356331241242441
- Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. CASTProfessional Publishing.
http://udltheorypractice.cast.org/ - Mrayhi, S., et al. (2024).
Designing future education for all: Principles and frameworks . In Envisioning the future of education through design (pp. 147–177). Springer. 10.1007/978-981-97-0076-9_7 - Mrayhi, S., et al. (2025a). A generative AI-powered chatbot for enhancing accessibility and personalized learning in MOOCs. 10.1109/ICALT64023.2025.00059
- Mrayhi, S., Khribi, M. K., Jemni, M., & Mrayhi, S., et al. (2025b). RECMOOC4ALL: Bridging the accessibility gap in MOOCs. In 2025 IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 196–198). 10.1109/ICALT64023.2025.00061
- Nataraj, V., Liao, W.-H., Chang, Y.-S., Chiang, C.-Y., Lin, C.-Y., Lin, Y.-A., & Day, M.-Y. (2024). Generative AI in multimodal cross-lingual dialogue system for inclusive communication support. In 2024 IEEE International Conference on Information Reuse and Integration for Data Science (IRI) (pp. 204–209). 10.1109/IRI62200.2024.00051
- Ouyang, Z., Jiang, Y., & Liu, H. (2024). The effects of Duolingo, an AI-integrated technology, on EFL learners’ willingness to communicate and engagement in online classes. International Review of Research in Open and Distributed Learning, 25(3), 97–115. 10.19173/irrodl.v25i3.7677
- Rane, N. (2023). Chatbot-enhanced teaching and learning: Implementation strategies, challenges, and the role of ChatGPT in education. 10.2139/ssrn.4603204
- Rao, J., & Lin, J. (2024). RAMO: Retrieval-augmented generation for enhancing MOOCs recommendations. arXiv.
https://arxiv.org/abs/2407.04925 - Risi, M. (2025). Accessible images: AI-generated alt text in educational publishing: Key criteria for creating alt text to enhance accessibility in educational publishing. Logos, 36(1), 50–69. 10.1163/18784712-20240039
- Rodriguez-Ascaso, A., Molanes-López, E. M., Pérez-Martín, J., & Letón, E. (2024). Performance of students with different accessibility needs and preferences in “Design for All” MOOCs. PLOS ONE, 19(3),
e0299090 . 10.1371/journal.pone.0299090 - Sarangam, A. (2024). Enhancing accessibility through inclusive design and artificial intelligence: A comprehensive analysis based on WCAG guidelines. North American Journal of Engineering Research, 5(3).
- Schmitt, É. (2020). Big data: An art of decision making. John Wiley & Sons. 10.1002/9781119777014
- Support—Khan Academy. (2025). Khan Academy support. Retrieved December 24, 2025, from
https://support.khanacademy.org/hc/fr . - Tlili, A. (2024). Towards next-generation user interfaces: Chinese perspective of implementing artificial intelligence (AI) to support people with disabilities. Nafath, 9(26). 10.54455/MCN2602
- Tlili, A., Saqer, K., Salha, S., & Huang, R. (2025). Investigating the effect of artificial intelligence in education (AIEd) on learning achievement: A meta-analysis and research synthesis. Information Development. 10.1177/02666669241304407
- UNESCO, U. I. (2021). Welcoming learners with disabilities in quality learning environments: A tool to support countries in moving towards inclusive education.
https://unesdoc.unesco.org/ark:/48223/pf0000380256 . - Wang, H., Huang, T., Zhao, Y., & Hu, S. (2023). The impact of dashboard feedback type on learning effectiveness, focusing on learner differences. Sustainability, 15(5),
4474 . 10.3390/su15054474 - World Health Organization. (2021). Disability and health.
https://www.who.int/news-room/fact-sheets/detail/disability-and-health . - Yarrow, N., Pynnonen, L., Song, C., Bhardwaj, R., & Spiezio, M. (2023). Use of assistive education technologies to support children with visual and hearing difficulties in the East Asia and Pacific region. 10.1596/40510
DOI: https://doi.org/10.55982/openpraxis.18.3.1026 | Journal eISSN: 2304-070X
Language: English
Page range: 441 - 461
Submitted on: Sep 25, 2025
Accepted on: Dec 29, 2025
Published on: Aug 4, 2026
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
© 2026 Salwa Mrayhi, Mohamed Koutheair Khribi, Mohamed Jemni, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.