Σχεδιασμός, ανάπτυξη ενός e-Course ψηφιακής ασφάλειας για μαθητές γυμνασίου με μαθησιακές δυσκολίες βασισμένο στις αρχές του Universal Design for Learning (UDL), με αξιοποίηση ενσωματωμένων εργαλείων τεχνητής νοημοσύνης
Design, development of an eCourse on digital safety for lower secondary school students with learning difficulties, applying Universal Design for Learning (UDL) principles and the integrating of embedded Artificial Intelligence tools
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Keywords
Ψηφιακή ασφάλεια ; Μαθησιακές δυσκολίες ; Επιτελικές λειτουργίες ; Μαθητές γυμνασίου ; Universal Design for Learning (UDL) ; Τεχνητή νοημοσύνη ; e-Course ; Προσβασιμότητα ; Εκπαιδευτικός σχεδιασμόςAbstract
The increasing presence of adolescents in the digital environment highlights the need to develop
knowledge and skills that support the safe, responsible, and informed use of the internet. This
master’s thesis focuses on the design, development, and pilot evaluation of the e-Course
“CyberHero Academy”, which is addressed to lower secondary school students aged 13-16 with
learning difficulties.
The design is based on the principles of Universal Design for Learning (UDL) and considers
potential barriers related to attention, organization, working memory, comprehension, and self-
regulation. To reduce these barriers, the e-Course incorporates short and sequential learning
steps, cards and flipbooks, a combination of text, images, video, and audio, optional audio
narration, subtitles, written transcripts, adjustable narration speed, clear navigation, learning
without time limits, immediate feedback, progress indicators, and opportunities to repeat
activities.
The content is organized into five thematic units: digital identity and personal data, passwords
and account security, phishing and online scams, cyberbullying and digital behavior, and digital
footprint and balanced screen use. The learning pathway is supported by the digital guide Nexus
and includes realistic scenarios, decision-making activities, self-assessment tasks, and a final
knowledge assessment.
In parallel, the thesis examines in detail the use of Artificial Intelligence tools in academic writing,
instructional design, and the development of digital materials, including images, audiovisual
content, flipbooks, and interactive activities, with clear documentation of their purpose,
generated output, and human pedagogical oversight. The pilot evaluation of the e-Course is
conducted via a questionnaire addressed to experts and educators, focusing on pedagogical
appropriateness, UDL-based accessibility, learning flow functionality, and the alignment of the
design with the selected quality indicators. Overall, the thesis aims to present an inclusive and
pedagogically grounded approach to designing digital education for online safety by combining
UDL principles with supportive applications of Artificial Intelligence.