English

Abstract

Accurate student identification has usually been considered important in the field of e-learning. Nowadays, there are several technologies to identify students and one of them is facial authentication (by means of biometrics), which allows user identities to be authenticated and verified based on their physiological features of their faces. There is actually a high demand of students wanting to gain admission to e-learning programs. Therefore, it is crucial for this kind of education to be as adequate and recognized as any other. For this purpose, it is necessary to verify the students’ identity when they are doing their homework using the Learning Management Systems (LMSs) such as Moodle platform. The main objective of this research is to analyze student perceptions about the development and implementation of facial authentication for e-learning within the Moodle platform in different Hispanic speaking countries (Spain, Dominican Republic and Colombia). This analysis also takes into account the different kinds of activities such as continuous evaluation activities, learning activities and tests. Furthermore, the students were surveyed after using the facial authentication tool within Moodle, so this study also collects the student perceptions when being facial authenticated while performing e-learning activities.