Zbornik 27. mednarodne multikonference INFORMACIJSKA DRUŽBA – IS 2024 Zvezek H Proceedings of the 27th International Multiconference INFORMATION SOCIETY – IS 2024 Volume H Digitalna vključenost v informacijski družbi Digital Inclusion in Information Society Urednika / Editors Matjaž Debevc, Ines Kožuh http://is.ijs.si 9. oktober 2024 / 9 October 2024 Ljubljana, Slovenia Urednika: Matjaž Debevc Univerza v Mariboru, Fakulteta za elektrotehniko, računalništvo in informatiko Ines Kožuh Univerza v Mariboru, Fakulteta za elektrotehniko, računalništvo in informatiko Založnik: Institut »Jožef Stefan«, Ljubljana Priprava zbornika: Mitja Lasič, Vesna Lasič, Lana Zemljak Oblikovanje naslovnice: Vesna Lasič Dostop do e-publikacije: http://library.ijs.si/Stacks/Proceedings/InformationSociety Ljubljana, oktober 2024 Informacijska družba ISSN 2630-371X Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 214484227 ISBN 978-961-264-306-5 (PDF) PREDGOVOR MULTIKONFERENCI INFORMACIJSKA DRUŽBA 2024 Leto 2024 je hkrati udarno in tradicionalno. Že sedaj, še bolj pa v prihodnosti bosta računalništvo, informatika (RI) in umetna inteligenca (UI) igrali ključno vlogo pri oblikovanju napredne in trajnostne družbe. Smo na pragu nove dobe, v kateri generativna umetna inteligenca, kot je ChatGPT, in drugi inovativni pristopi utirajo pot k superinteligenci in singularnosti, ključnim elementom, ki bodo definirali razcvet človeške civilizacije. Naša konferenca je zato hkrati tradicionalna znanstvena, pa tudi povsem akademsko odprta za nove pogumne ideje, inkubator novih pogledov in idej. Letošnja konferenca ne le da analizira področja RI, temveč prinaša tudi osrednje razprave o perečih temah današnjega časa – ohranjanje okolja, demografski izzivi, zdravstvo in preobrazba družbenih struktur. Razvoj UI ponuja rešitve za skoraj vse izzive, s katerimi se soočamo, kar poudarja pomen sodelovanja med strokovnjaki, raziskovalci in odločevalci, da bi skupaj oblikovali strategije za prihodnost. Zavedamo se, da živimo v času velikih sprememb, kjer je ključno, da s poglobljenim znanjem in inovativnimi pristopi oblikujemo informacijsko družbo, ki bo varna, vključujoča in trajnostna. Letos smo ponosni, da smo v okviru multikonference združili dvanajst izjemnih konferenc, ki odražajo širino in globino informacijskih ved: CHATMED v zdravstvu, Demografske in družinske analize, Digitalna preobrazba zdravstvene nege, Digitalna vključenost v informacijski družbi – DIGIN 2024, Kognitivna znanost, Konferenca o zdravi dolgoživosti, Legende računalništva in informatike, Mednarodna konferenca o prenosu tehnologij, Miti in resnice o varovanju okolja, Odkrivanje znanja in podatkovna skladišča – SIKDD 2024, Slovenska konferenca o umetni inteligenci, Vzgoja in izobraževanje v RI. Poleg referatov bodo razprave na okroglih mizah in delavnicah omogočile poglobljeno izmenjavo mnenj, ki bo oblikovala prihodnjo informacijsko družbo. “Legende računalništva in informatike” predstavljajo slovenski “Hall of Fame” za odlične posameznike s tega področja, razširjeni referati, objavljeni v reviji Informatica z 48-letno tradicijo odličnosti, in sodelovanje s številnimi akademskimi institucijami in združenji, kot so ACM Slovenija, SLAIS in Inženirska akademija Slovenije, bodo še naprej spodbujali razvoj informacijske družbe. Skupaj bomo gradili temelje za prihodnost, ki bo oblikovana s tehnologijami, osredotočena na človeka in njegove potrebe. S podelitvijo nagrad, še posebej z nagrado Michie-Turing, se avtonomna RI stroka vsakoletno opredeli do najbolj izstopajočih dosežkov. Nagrado Michie-Turing za izjemen življenjski prispevek k razvoju in promociji informacijske družbe je prejel prof. dr. Borut Žalik. Priznanje za dosežek leta pripada prof. dr. Sašu Džeroskemu za izjemne raziskovalne dosežke. »Informacijsko limono« za najmanj primerno informacijsko tematiko je prejela nabava in razdeljevanjem osebnih računalnikov ministrstva, »informacijsko jagodo« kot najboljšo potezo pa so sprejeli organizatorji tekmovanja ACM Slovenija. Čestitke nagrajencem! Naša vizija je jasna: prepoznati, izkoristiti in oblikovati priložnosti, ki jih prinaša digitalna preobrazba, ter ustvariti informacijsko družbo, ki bo koristila vsem njenim članom. Vsem sodelujočim se zahvaljujemo za njihov prispevek k tej viziji in se veselimo prihodnjih dosežkov, ki jih bo oblikovala ta konferenca. Mojca Ciglarič, predsednica programskega odbora Matjaž Gams, predsednik organizacijskega odbora i PREFACE TO THE MULTICONFERENCE INFORMATION SOCIETY 2024 The year 2024 is both ground-breaking and traditional. Now, and even more so in the future, computer science, informatics (CS/I), and artificial intelligence (AI) will play a crucial role in shaping an advanced and sustainable society. We are on the brink of a new era where generative artificial intelligence, such as ChatGPT, and other innovative approaches are paving the way for superintelligence and singularity—key elements that will define the flourishing of human civilization. Our conference is therefore both a traditional scientific gathering and an academically open incubator for bold new ideas and perspectives. This year's conference analyzes key CS/I areas and brings forward central discussions on pressing contemporary issues—environmental preservation, demographic challenges, healthcare, and the transformation of social structures. AI development offers solutions to nearly all challenges we face, emphasizing the importance of collaboration between experts, researchers, and policymakers to shape future strategies collectively. We recognize that we live in times of significant change, where it is crucial to build an information society that is safe, inclusive, and sustainable, through deep knowledge and innovative approaches. This year, we are proud to have brought together twelve exceptional conferences within the multiconference framework, reflecting the breadth and depth of information sciences: • CHATMED in Healthcare • Demographic and Family Analyses • Digital Transformation of Healthcare Nursing • Digital Inclusion in the Information Society – DIGIN 2024 • Cognitive Science • Conference on Healthy Longevity • Legends of Computer Science and Informatics • International Conference on Technology Transfer • Myths and Facts on Environmental Protection • Data Mining and Data Warehouses – SIKDD 2024 • Slovenian Conference on Artificial Intelligence • Education and Training in CS/IS. In addition to papers, roundtable discussions and workshops will facilitate in-depth exchanges that will help shape the future information society. The “Legends of Computer Science and Informatics” represents Slovenia’s “Hall of Fame” for outstanding individuals in this field. At the same time, extended papers published in the Informatica journal, with over 48 years of excellence, and collaboration with numerous academic institutions and associations, such as ACM Slovenia, SLAIS, and the Slovenian Academy of Engineering, will continue to foster the development of the information society. Together, we will build the foundation for a future shaped by technology, yet focused on human needs. The autonomous CS/IS community annually recognizes the most outstanding achievements through the awards ceremony. The Michie-Turing Award for an exceptional lifetime contribution to the development and promotion of the information society was awarded to Prof. Dr. Borut Žalik. The Achievement of the Year Award goes to Prof. Dr. Sašo Džeroski. The "Information Lemon" for the least appropriate information topic was given to the ministry's procurement and distribution of personal computers. At the same time, the "Information Strawberry" for the best initiative was awarded to the organizers of the ACM Slovenia competition. Congratulations to all the award winners! Our vision is clear: to recognize, seize, and shape the opportunities brought by digital transformation and create an information society that benefits all its members. We thank all participants for their contributions and look forward to this conference's future achievements. Mojca Ciglarič, Chair of the Program Committee Matjaž Gams, Chair of the Organizing Committee ii KONFERENČNI ODBORI CONFERENCE COMMITTEES International Programme Committee Organizing Committee Vladimir Bajic, South Africa Matjaž Gams, chair Heiner Benking, Germany Mitja Luštrek Se Woo Cheon, South Korea Lana Zemljak Howie Firth, UK Vesna Koricki Olga Fomichova, Russia Mitja Lasič Vladimir Fomichov, Russia Blaž Mahnič Vesna Hljuz Dobric, Croatia Alfred Inselberg, Israel Jay Liebowitz, USA Huan Liu, Singapore Henz Martin, Germany Marcin Paprzycki, USA Claude Sammut, Australia Jiri Wiedermann, Czech Republic Xindong Wu, USA Yiming Ye, USA Ning Zhong, USA Wray Buntine, Australia Bezalel Gavish, USA Gal A. Kaminka, Israel Mike Bain, Australia Michela Milano, Italy Derong Liu, Chicago, USA Toby Walsh, Australia Sergio Campos-Cordobes, Spain Shabnam Farahmand, Finland Sergio Crovella, Italy Programme Committee Mojca Ciglarič, chair Marjan Heričko Baldomir Zajc Bojan Orel Borka Jerman Blažič Džonova Blaž Zupan Franc Solina Gorazd Kandus Boris Žemva Viljan Mahnič Urban Kordeš Leon Žlajpah Cene Bavec Marjan Krisper Niko Zimic Tomaž Kalin Andrej Kuščer Rok Piltaver Jozsef Györkös Jadran Lenarčič Toma Strle Tadej Bajd Borut Likar Tine Kolenik Jaroslav Berce Janez Malačič Franci Pivec Mojca Bernik Olga Markič Uroš Rajkovič Marko Bohanec Dunja Mladenič Borut Batagelj Ivan Bratko Franc Novak Tomaž Ogrin Andrej Brodnik Vladislav Rajkovič Aleš Ude Dušan Caf Grega Repovš Bojan Blažica Saša Divjak Ivan Rozman Matjaž Kljun Tomaž Erjavec Niko Schlamberger Robert Blatnik Bogdan Filipič Stanko Strmčnik Erik Dovgan Andrej Gams Jurij Šilc Špela Stres Matjaž Gams Jurij Tasič Anton Gradišek Mitja Luštrek Denis Trček Marko Grobelnik Andrej Ule Nikola Guid Boštjan Vilfan iii iv KAZALO / TABLE OF CONTENTS Digitalna vključenost v informacijski družbi / Digital Inclusion in Information Society ......................... 1 PREDGOVOR / FOREWORD ............................................................................................................................... 3 PROGRAMSKI ODBORI / PROGRAMME COMMITTEES ............................................................................... 5 Exploring Digital Media Literacy: A Case Study of Elderly Deaf Users in Slovenia / Horvat Laura, Čakš Peter, Lovrenčič Držanič Irena, Kožuh Ines ................................................................................................................. 7 Innovative Technological Solutions for Cities as a Response to the Challenges of Multimodal Mobility for All Citizens / Demšar Jani, Lovrić Marina, Rener Roman .................................................................................... 11 The role of communication skills in the development of digital literacy competencies using the "DigInGreen" model / Forte Mateja, Lovrić Marina, Rener Roman ...................................................................................... 15 The Moore’s Law for Education and the Need for Inclusion / Balas Marius, Balas Valentina, Rad Dana, Rad Gavril, Correia Sergio ...................................................................................................................................... 18 Multimedia Based Sign Language Dictionaries: How are Potential Users Involved? / Juvan Žana, Pečnik Klemen ............................................................................................................................................................. 22 (In)Accessibility of Slovenian E-commerce the Year Before the European Accessibility Act / Cerovec Bogdan .......................................................................................................................................................................... 26 Digital Inclusion of Children with Special Needs in Extracurricular Sports Activities / Maver Nuša, Debevc Matjaž, Košir Katja .......................................................................................................................................... 30 A micro-Learning Units Package for Improving Inclusive Digital Education in HEI / Correia Sergio, Cunha Ana, Pušnik Maja, Šumak Boštjan ................................................................................................................... 34 Segmentation of students with special needs at the University of Ljubljana / Košir Andrej, Košir Janja, Zaletelj Janez ................................................................................................................................................................. 38 Introducing a Solution_ The Self-Evaluation Tool in Practice / Leandro Isabel, Marmol Marta ........................ 42 Analysis of the Self-Evaluation Tool: A Pilot Study* / Can Tuncer, Simsek Irfan, Göksu Hüseyin................... 45 Definition of a Framework for Self-Evaluation Tool: Optimizing Evaluation Practices for Enhanced Performance in HEI / Pušnik Maja, Šumak Boštjan, Kous Katja, Gallo Florian, Dolza Enrico ..................... 48 Good practices in creating an inclusive environment in High Education Institutions / Ivanuša Kline Darja, Carlos Neves José, Sousa Carla, Infante Moro Neves Alfonso, Doratiotto Silvia, Simsek Irfan, Šumak Boštjan, Pušnik Maja ........................................................................................................................................ 52 Technological Speech Adaptation for Professional Work as a Lawyer and Law Professor: A Case of a Patient with Multiple Sclerosis / Ahlin Doljak Sara ................................................................................................... 56 Indeks avtorjev / Author index ................................................................................................................... 61 v vi Zbornik 27. mednarodne multikonference INFORMACIJSKA DRUŽBA – IS 2024 Zvezek H Proceedings of the 27th International Multiconference INFORMATION SOCIETY – IS 2024 Volume H Digitalna vključenost v informacijski družbi Digital Inclusion in Information Society Urednika / Editors Matjaž Debevc, Ines Kožuh http://is.ijs.si 9. oktober 2024 / 9 October 2024 Ljubljana, Slovenia 1 2 PREDGOVOR Danes, v času hitrega razvoja digitalnih tehnologij, digitalna vključenost ostaja ključen steber naše informacijske družbe. Širjenje dostopa do tehnologij in digitalnih storitev na vedno večji del prebivalstva, vključno z osebami z različnimi oblikami oviranosti, zahteva nenehno izboljševanje dostopnosti, razumljivosti in uporabnosti digitalnih rešitev. Ob naraščajoči potrebi po prilagojenih rešitvah je naš cilj zagotoviti, da vsi posamezniki – ne glede na njihove zmožnosti – lahko v celoti sodelujejo v digitalni dobi in izkoristijo njen polni potencial. Osrednja tematika konference "Digitalna vključenost v informacijski družbi – DIGIN 2024" je, kako lahko sodelujemo za ustvarjanje digitalno dostopnega okolja, ki omogoča enakopravno vključitev vseh. Naša druga hibridna konferenca, ki se ponovno izvaja v sodelovanju z evropskim centrom virov o dostopnosti – AccessibleEU, bo združila vodilne slovenske in mednarodne raziskovalce ter strokovnjake, ki bodo predstavili svoje rešitve, spoznanja in metode za izboljšanje digitalne vključenosti. Skupaj bomo raziskali, kako lahko s podporno tehnologijo ter prilagojenimi digitalnimi pristopi premagamo ovire, s katerimi se srečujejo osebe z različnimi oblikami oviranosti, in ustvarimo digitalni svet, ki je resnično dostopen vsem. Prispevki, zbrani v letošnjem zborniku, predstavljajo bogat vir znanja in inspiracije za vse udeležence. Preko njih bomo bolje razumeli, kako tehnologijo uporabiti za izboljšanje kakovosti življenja in omogočiti enakopravno vključevanje v digitalno okolje. Verjamemo, da bomo skupaj s tem dogodkom pomembno prispevali k bolj vključujoči in dostopni digitalni prihodnosti. Uredniški odbor 3 FOREWORD Today, in an era of rapidly advancing digital technologies, digital inclusion remains a fundamental pillar of our information society. Expanding access to digital technologies and online services to an increasingly diverse population, including persons with disabilities, requires ongoing improvements in accessibility, clarity, and usability. As the need for tailored solutions grows, our goal is to ensure that all individuals – regardless of their abilities – can fully engage with the digital world and leverage its full potential. The central theme of the conference “Digital Inclusion in the Information Society – DIGIN 2024” is how we can collaborate to create a digitally accessible environment that enables equal participation for all. Our second hybrid conference, organized once again in cooperation with the European Resource Centre on Accessibility – AccessibleEU, will bring together leading Slovenian and international researchers and professionals to share their solutions, insights, and methods for advancing digital inclusion. Together, we will explore how supportive technologies and adapted digital approaches can help overcome the barriers faced by persons with disabilities, thereby building a digital world that is truly accessible to everyone. The contributions compiled in this year’s proceedings provide a rich source of knowledge and inspiration for all participants. Through these insights, we will gain a deeper understanding of how technology can enhance quality of life and enable equal participation in the digital environment. We believe that, through this event, we will make a significant contribution towards a more inclusive and accessible digital future. The Editorial Board 4 PROGRAMSKI SVET / STEERING COMMITTEE Matjaž Gams (Predsdnik / Chair) – Institut Jožef Stefan Matjaž Debevc – AccessibleEU Zoran Ren – Univerza v Mariboru, Fakulteta za strojništvo Marta Licardo – Univerza v Mariboru, Pedagoška fakulteta Boštjan Šumak – Univerza v Mariboru, Fakulteta za elektrotehniko, računalništvo in informatiko Damjana Kogovšek – Univerza v Ljubljani, Pedagoška fakulteta Matevž Pogačnik – Univerza v Ljubljani, Fakulteta za elektrotehniko Dušan Caf – Alma Mater Europaea PROGRAMSKI ODBOR / PROGRAMME COMMITTEE Ines Kožuh (Predsednik) – Univerza v Mariboru, Fakulteta za elektrotehniko, računalništvo in informatiko Andraž Petrovčič (Podpredsednik) – Univerza v Ljubljani, Fakulteta za družbene vede Maja Pušnik – Univerza v Mariboru, Fakulteta za elektrotehniko, računalništvo in informatiko Katja Kous – Univerza v Mariboru, Fakulteta za elektrotehniko, računalništvo in informatiko Darinka Verdonik – Univerza v Mariboru, Fakulteta za elektrotehniko, računalništvo in informatiko Mirjam Sepesy Maučec – Univerza v Mariboru, Fakulteta za elektrotehniko, računalništvo in informatiko Patricija Sedminek – Univerza v Mariboru, Pedagoška fakulteta Natalija Špur – Univerza v Mariboru Narvika Bovcon – Univerza v Ljubljani, Fakulteta za računalništvo in informatiko Jaka Čibej – Univerza v Ljubljani, Fakulteta za računalništvo in informatiko Dejan Lavbič – Univerza v Ljubljani, Fakulteta za računalništvo in informatiko Aleš Smrdel – Univerza v Ljubljani, Fakulteta za računalništvo in informatiko Klemen Pečnik – Univerza v Ljubljani, Fakulteta za elektrotehniko Žana Juvan – Univerza v Ljubljani, Fakulteta za elektrotehniko Meta Furlan – Univerza v Ljubljani, Filozofska fakulteta Nives Ličen – Univerza v Ljubljani, Filozofska fakulteta Jelena Ficzko – Univerza v Ljubljani, Zdravstvena fakulteta 5 Anamarija Kejžar – Univerza v Ljubljani, Fakulteta za socialno delo Jana Mali – Univerza v Ljubljani, Fakulteta za socialno delo Simona Hvalič Touzery – Univerza v Ljubljani, Fakulteta za družbene vede 6 Exploring Digital Media Literacy: A Case Study of Elderly Deaf Users in Slovenia Laura Horvat† Peter Čakš Irena Lovrenčič Ines Kožuh Faculty of Electrical Faculty of Electrical Držanič Faculty of Electrical Engineering and Computer Engineering and Computer Faculty of Electrical Engineering and Computer Science Science Engineering and Computer Science (University of University of Maribor Slovenia University of Maribor Slovenia Science Maribor), Faculty of Social laura.horvat2@student.um.si peter.caks@um.si University of Maribor Slovenia Sciences (University of irena.lovrencic@um.si Ljubljana) ines.kozuh@um.si, ines.kozuh@fdv.uni-lj.si Abstract 2 Digital media literacy This study explores digital media literacy and usage patterns 2.1 Digital Media Literacy among elderly deaf individuals in Slovenia. Interviews with two Digital media literacy refers to the ability to access, understand participants revealed moderate digital literacy but limited digital media literacy, particularly in critical media consumption. The and create content using digital media [3]. These skills are participants use social media mainly for communication and essential in the information age, where rapid technological information. The findings highlight a potential relationship advancements demand constant adaptation and learning [4]. between digital media literacy and usage frequency, Digital media literacy involves not only technical skills, but also underscoring the need for tailored digital literacy training for the includes emotional response, consumption and cultural deaf community. evaluation of media content [3, 5]. With social media becoming a key source of information for Keywords many, the importance of social media literacy increased. These Digital media literacy, platforms became a popular way of spending free time, places for social media literacy, deaf, social media, digital media, new media, socialisation and communication with others in a personal or online media platforms. business environment [6]. Digital media usage has also shifted from desktops to mobile devices and tablets, changing the user 1 Introduction experience, frequency and mode of use [7, 8]. In the digital age digital media play a central role in daily life, 2.2 Indicators of Digital Media Literacy shaping how individuals access, understand and create digital Digital media literacy involves four main areas: critical content. This shift presents unique challenges for D/deaf and consuming, critical prosuming, functional consuming and hard of hearing (DHH) individuals in navigating the digital functional prosuming [9]. Critical consuming includes the ability landscape [1, 2]. This paper explores the digital literacy and to analyse, synthesise and evaluate media content [5]. Critical digital media literacy of DHH individuals in Slovenia, focusing prosuming involves interactive participation and critical content on their abilities to navigate digital media and their perceptions of digital media’s accessibility. creation in new media environments, such as chatrooms. The The objectives were to evaluate individuals’ critical abilities are exhibited in their understanding the level of (digital) media literacy among DHH individuals in of social and cultural values [10, 11]. Functional consuming Slovenia, and examine their experience with social media and online media platforms. By examining these aspects, the study refers to technical skills in using media content, such as seeks to contribute to a better understanding of how DHH navigating the internet and using various digital devices [9, 12]. individuals interact with digital media. Since the study is Functional prosuming includes the technical skills needed for ongoing, this paper presents only the preliminary findings from content production and distribution, such as creating and sharing interviews with two deaf individuals. photos and videos on social media [12]. 3 DHH in the digital media 3.1 Statistics on DHH Individuals Permission to make digital or hard copies of part or all of this work for personal or In Slovenia there are approximately 1,500 deaf people and classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full around 50,000 hard of hearing individuals, according to the citation on the first page. Copyrights for third-party components of this work must Association of the Deaf and Hard of Hearing of Slovenia [13]. be honored. For all other uses, contact the owner/author(s). The European Union of the Deaf (EUD) reports further that Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia © 2024 Copyright held by the owner/author(s). around 1,850 individuals in Slovenia identify as deaf, and 1,000 https://doi.org/10.70314/is.2024.DIGIN.1 of them use Slovenian Sign Language [14]. 7 3.2 Communication Habits of DHH 4.2 Research Questions Individuals The study focused on two main research questions: Communication among DHH individuals involves primarily the (1) What is digital media literacy among elderly deaf use of sign language, with Slovenian Sign Language being individuals? recognised officially and protected by law [15]. The right to use (2) How do elderly deaf individuals use digital media? sign language includes access to interpreters and information through adapted techniques, ensuring inclusion in social and 4.3 Participants professional environments [16, 17]. In addition to sign language, The interviewees were two deaf individuals residing in Slovenia, DHH individuals use written text and visual aids to facilitate who belong to the group of elderly people aged 60 years or older. communication, particularly in digital contexts. Video calls via They were selected randomly from a larger sample of 12 platforms (e.g., Skype, Teams and Zoom) have become essential, participants, to present the preliminary results of the ongoing especially during the COVID-19 pandemic, enabling real-time research study. Participant 1 (P1) is a 63 year old female with a visual communication [18]. hearing loss level of 96 dB. Her educational level is lower or vocational secondary. Participant 2 (P2) is a 60 year old female 3.3 Habits of Using Digital Media with a hearing loss level of 100 dB, and has primary school DHH individuals use digital media increasingly for various education. Both participants lost their hearing early in life and purposes, from social interaction, information access to their primary language is Slovenian Sign Language. entertainment. Research indicates that DHH users use social media platforms frequently to connect with their community and 4.4 Measuring Instrument share experiences [19, 20]. DHH users particularly value video The measuring instrument consisted of several parts. Prior to content with subtitles, text transcriptions or sign language for participation, the participants were questioned on their improved understanding. The shift to digital media has also seen demographic data (gender, age, education level), followed by a rise in the use of mobile applications tailored to DHH needs, data on their hearing loss (level of hearing loss, primary such as those for real-time captioning and sign language language, hearing loss history). Next, the participants were interpretation [21, 22, 23]. questioned on their use of digital media (social media and online media platforms). This part consisted of questions on their 3.4 Challenges in Using Digital Media purpose of use, content creation, frequently encountered content Despite many benefits, DHH individuals also encounter and frequency of use. challenges in the digital environment. Accessibility is a common The next section examined digital literacy [29, 30], digital issue, as many digital platforms lack subtitles or sign language media literacy [31, 32], and literacy about social media [33]. features [24, 25]. This can lead to social isolation and exclusion Lastly, the participants were also asked about their perception of from mainstream digital interactions and content [26, 27]. the accessibility of digital media for DHH, as proposed by Similar constraints arise in everyday occasions, such as public Maiorana-Basas & Pagliaro [34] and Kožuh & Debevc [35]. speeches, often conducted without an interpreter, and official information delivered to individuals via phone calls, posing 5 Results significant barriers for DHH individuals. Another significant challenge is the lack of digital literacy training tailored to the 5.1 Digital Media Literacy Among Elderly DHH community, such as those in sign language [28]. Deaf Individuals (RQ1) Both interviewees demonstrated a satisfactory level of digital 4 Methodology literacy. P1 uses only a phone, while P2 uses a computer and tablet, with a clear preference for the phone. Both have been 4.1 Procedure using digital devices for years, learning about them informally. This case study examines two DHH individuals in Slovenia, who P1 learned to use them about 10 years ago with a partner’s were recruited through Associations of DHH people. The assistance, and P2 15 years ago with her son’s help, and, later, at inclusion criteria were (a) Identification as a DHH individual, (b) work. Neither expressed a desire to improve their digital literacy, Membership in associations of DHH people, (c) Active use of at believing their current skills were sufficient for their needs. Both least one social media platform, (d) Use of online media rely on others for help when encountering difficulties (e.g., platforms, e.g., dostopno.si. We collected data using semi- suspected money fraud), with P1 turning to her partner and P2 structured joint interviews, providing a holistic view and direct consulting an interpreter. observation of the participantsìnteractions [36, 37]. A sign Both interviewees also follow traditional media, either language interpreter was present to ensure accurate television or newspapers. While critical thinking skills are a communication and provide additional support and information. crucial part of media literacy, it is concerning that neither verified The interview took place at the Association of the Deaf and Hard the veracity of the online content. P1 typically relies on of Hearing of the Podravje, Maribor unit, and was audio-recorded acquaintances to check veracity, and has occasionally clicked on to facilitate the analysis of the interpreter's translation. The data fake news due to its attractive content, though she did not share were later transcribed and analysed according to Roblek [39]. it. She mentioned, "I can tell when it is fake news". P2 is more suspicious of online content and fears internet scams, as 8 indicated by her concern about the dangers of Facebook: "There to their lower media literacy. This leads us to conclude that the are more and more of these scams". Neither participant interviewees might not think critically, and we might therefore demonstrated an understanding of media bias and political classify their digital media literacy as lower. Their lack of influence on media impartiality. understanding of it does not bother them, nor do they wish to Social media literacy was examined in regard to the improve their digital media literacy. We believe that they may be proficiency in navigating the Facebook application. P2 showed a compelled to use social media platforms (e.g., WhatsApp, significantly greater proficiency, as she could navigate the main Facebook Messenger) and to follow the online media portal features (post, comment, share) with more ease and dostopno.si, as they cannot communicate or inform themselves independence, but also caution. In contrast, P1 required more otherwise, no matter how well they understand digital media. time, and showed some confusion, asking P2 for help in learning to post stories. Both participants acknowledged the positive impact of social media platforms on maintaining relationships 6 Discussion and staying informed. To assess the interviewees’ digital media literacy, we focused on answering two Research Questions. Both participants have 5.2 Use of Digital Media by Elderly Deaf exhibited a moderate level of digital literacy (RQ1). Despite their Individuals (RQ2) age and long-term hearing loss, they adapted to using digital Both interviewees use social media platforms frequently, mainly devices and social media platforms, learning informally through in the morning. Occasionally, they access them multiple times a family members and work experiences. However, they lacked day. They both use Facebook, Facebook Messenger and critical thinking skills, a key component of media literacy. WhatsApp, while P2 also uses Instagram and Imo. They use Neither of the interviewees verified the accuracy of online content, indicating a gap in their digital literacy abilities. It is social media to browse content, communicate and interact with important to note that the primary language of both interviewees posts from other users, particularly those featuring gestures in is Slovene sign language, while social media platforms and most photos or videos. One example is the travelling videos from online media portals are based on text-based communication. An fellow deaf individuals, which P2 finds interesting, and exception is the online media portal dostopno.si, which the understands due to international gestures. Their primary reasons interviewees know, and use mainly because the video content has for using social media platforms are entertainment and staying an interpreter subtitling and transcripts. updated with current events in their hometown. P2 also uses Both interviewees are active users of social media platforms social media platforms for direct communication and occasional and digital media platforms (RQ2). They use social media posting, such as photos and videos/stories of interesting things. platforms frequently (e.g., Facebook, WhatsApp) and mobile Contrarily, P1 does not publish her own content. apps for communication (e.g., Imo). They use it for browsing The interviewees follow Slovenian online media portals, content, communication, and interacting with posts, especially including rtvslo.si, dostopno.si, and 24ur.com, with P1 also using those that include images and videos with gestures for better zurnal24.si. P2 also follows foreign, mainly Croatian, portals understanding. There was a notable difference in content creation displayed in her Facebook feed. They access these portals once a habits, as one participant frequently published her own content day, usually in the morning, and seek mainly for information, but and the other avoided such behaviour. also entertainment. Both access online media content through Following these findings, the connection between the use of social media platforms rather than direct searches. The content digital media and digital media literacy is unclear. Although both they typically encounter is genre-specific, including news, interviewees were cautious in using social media, they exhibited culture, entertainment, sports and arts. When asked about the different levels of proficiency. P2, who shows higher digital media portal dostopno.si, a portal for people with disabilities, literacy, engages more actively and confidently with digital both expressed familiarity with it and past use, as they require media, creating and sharing content regularly. She is proficient the presence of an interpreter to understand the content. in using multiple devices and platforms, indicating a higher level The interviewees were also asked about the accessibility and of digital literacy compared to P1. In contrast, P1's lower adaptation of the said social media platforms and online media engagement and more passive consumption of digital media portals for the needs of deaf people, which they both agreed were reflect her more limited digital literacy. Both interviewees follow sufficient. Nevertheless, P2 has had difficulties with verbal various online media portals for information and entertainment, communication, as she finds it difficult or impossible to accessing content primarily through social media platforms understand speech without gestures. rather than searching for it. We observed that neither participant understood the Based on Lin et al`s (2013) indicators of digital media importance of media impartiality. They also failed to avoid fake literacy, both interviewees fall into the functional category. news, often clicking on links and reading the content (for P2 Neither can be classified as critically consuming or critically there is a possibility that she would believe the content). When prosuming, although P1 exhibits some skepticism towards fake asked about information, neither of them checks information news. Both possess the technical skills necessary for functional from different online media sources. They do ask acquaintances consuming, with P1 proficient in using a phone, the internet and about the veracity, but even they cannot know for sure if a certain social media platforms, and P2 is also competent with a computer piece of information is really accurate. The fact that the and tablet. P2 additionally fits into the functional prosuming interviewees do not seek out media content intentionally, but category, due to her active content creation on social media only access it via social media platforms, might also contribute platforms. Despite initial help from family members, she now 9 shares photos and videos independently, underscoring her [15] Zakon o uporabi slovenskega znakovnega jezika (ZUSZJ). 2002. Uradni functional literacy. list RS, 96/02. Accessed on: https://pisrs.si/pregledPredpisa?id=ZAKO1713 Apart from the small sample size, an important limitation of [16] Jasna Bauman, Veronika Ciglar, Darja Holec, Matjaž Juhart, Damjana this study are potential misunderstandings due to the presence of Kogovšek, Stanislav Košir, Marjetka Kulovec, Martina Ozbič, Petra Rezar and Andreja Žele. 2009. Stanje slovenskega znakovnega jezika: an interpreter during data collection. This may result in ekspertiza. Zavod Združenje tolmačev za slovenski znakovni jezik. misinterpretations of expressions between the interviewees and [17] Laura Horvat. 2021. Slovenski znakovni jezik in njegova uporaba na the interviewer. javnem radiotelevizijskem servisu v Sloveniji (RTV SLO) Bachelor’s thesis. Univerza v Mariboru, Fakulteta za elektrotehniko, računalništvo in informatiko. Accessed on: https://dk.um.si/Dokument.php?id=152687&lang=slv 7 Conclusions [18] Maartje De Meulder and Nienke Sijm. 2024. “I feel a bit more of a conduit now”: Sign language interpreters coping and adapting during the COVID- Our study reveals that digital media literacy is crucial in using 19 pandemic and beyond. Interpreting and Society 4, 1 (2024), 3–25. digital media effectively. The interviewees' limited digital media [19] Ines Kožuh, Manfred Hintermair, Andreas Holzinger, Zala Volčič and Matjaž Debevc. 2015. Enhancing universal access: deaf and hard of literacy led to less critical and cautious use of digital media. This hearing people on social media platforming sites. Universal Access in the study identified the social media platforms and online media Information Society 14 (2015), 537–545. [20] Muhammad Ali and Anza Nasir. 2023. Investigating the Social Media portals they use, as well as their reasons and ways of use. The Practices among Aurally Challenged Students (ACS): The challenges and most important reasons for using them were communication, issues. Human Nature Journal of Social Sciences 4, 1 (2023), 518–532. entertainment, and information. We found that higher digital [21] Ehsan Toofaninejad, Esmaeil Zaraii Zavaraki, Shane Dawson, Oleksandra Poquet and Parviz Sharifi Daramadi. 2017. Social media use for deaf and media literacy may increase their presence in the digital hard of hearing students in educational settings: A systematic review of environment, as well as enhance their understanding of digital literature. Deafness & Education International 19, 3–4 (2017), 144–161. [22] Jess A. Cuculick. 2014. Facebook among deaf college students: Deaf-gain devices and media. and funds of knowledge. Ph.D. Dissertation. University of Rochester. [23] Emem P. Udofia, Daniel A. Aloysius and Victoria David Jimmy. 2017. Acknowledgments Internet Resources And Information Literacy Of Hearing And Speech Impaired Students In Nigerian Academic Libraries. Computing & Information Systems 21, 1 (2017). We extend our sincere gratitude to the two interviewees for their [24] Andrew Solomon. 2012. Far from the Tree: Parents, Children and the insights and participation in the interview. We also thank the Search for Identity. Simon and Schuster. Accessed on: Association of the Deaf and Hard of Hearing of the Podravje http://archive.wilsonquarterly.com/sites/default/files/articles/24_CBFarfr omtheTree.pdf (Društvo gluhih in naglušnih Podravja) for their invaluable [25] David M. Frost 2011. Social stigma and its consequences for the socially support and contribution to this study. stigmatized. Social and Personality Psychology Compass 5, 11 (2011), 824–839. [26] Margaret P. Brown and Andrew Cornes 2015. Mental health of deaf and References hard-of-hearing adolescents: What the students say. Journal of Deaf Studies and Deaf Education 20, 1 (2015), 75–81. [1] Julio Abascal, Simone D. J. Barbosa, Colette Nicolle and Panayiotis [27] Sylvia Olsson. 2021. Longing to belong: Deaf and hard of hearing young Zaphiris. 2016. Rethinking universal accessibility: A broader approach adults’ social interaction, social relationships, and identity. Doctoral considering the digital gap. Universal Access in the Information Society dissertation. Mälardalen University. Accessed on: https://www.diva- 15, 2 (2016), 179–182. portal.org/smash/get/diva2:1566410/FULLTEXT02 [2] Nathan Shelena Soosay, Hussain Azham and Hashim Nor Laily. 2016. [28] Mary Rudner, Josefine Andin, Jerker Rönnberg, Mikael Heimann, Anders Studies on deaf mobile application: Need for functionalities and Hermansson, Keith Nelson and Tomas Tjus. 2015. Training literacy skills requirements. Journal of Telecommunication, Electronic and Computer through sign language. Deafness & Education International 17, 1 (2015), Engineering 8, 8 (2016), 47–50. 8–18. [3] Sora Park. 2011. Access to digital devices and its relationship to digital [29] Sarah Soyeon Oh, Kyoung-A Kim, Minsu Kim, Jaeuk Oh, Sang Hui Chu media literacy. In Proceedings of the Communications Policy and and JiYeon Choi. 2021. Measurement of digital literacy among older Research Forum (Sydney, Australia, Nov. 7–8, 2011). adults: systematic review. Journal of Medical Internet Research 23, 2 [4] Eric M. Meyers, Ingrid Erickson and Ruth V. Small. 2013. Digital literacy (2021), e26145. and informal learning environments: an introduction. Learning, Media and [30] Kristīne Mackare and Anita Jansone. 2018. Habits of Using internet and Technology 38, 4 (2013), 355–367. digital devices in education. In SOCIETY. INTEGRATION. [5] David Buckingham, Shaku Banaji, Andrew Burn, Diane Carr, Sue EDUCATION: Proceedings of the International Scientific Conference, Cranmer and Rebekah Willett. 2005. The media literacy of children and vol. 5, 348–356. young people. London, UK: Ofcom. [31] Katherine N. Hayles. 2012. How we think: Digital media and [6] Andrey Glukhov and Yuliya Stakhovskaya. 2021. Social media platform contemporary technogenesis. University of Chicago Press. digital literacy. [32] Dirk Jahn and Alessandra Kenner. 2018. Critical thinking in higher [7] Laurel J. Felt and Michael B. Robb. 2016. Technology addiction: education: how to foster it using digital media . In The Digital Turn in Concern, controversy, and finding balance. San Francisco, CA: Common Higher Education: International Perspectives on Learning and Teaching Sense Media. in a Changing World, 81–109. [8] Yolanda R. Chassiakos, Jenny Radesky, Dimitri Christakis, Megan A. [33] Andreas M. Kaplan and Michael Haenlein. 2010. Users of the world, Moreno, and Corinn Cross. 2016. Children and adolescents and digital unite! The challenges and opportunities of Social Media. Business media. Pediatrics 138, 5 (2016). Horizons 53, 1 (2010), 59–68. [9] Tzu-Bin Lin, Jen-Yi Li, Feng Deng and Ling Lee 2013. Understanding [34] Michella Maiorana-Basas and Claudia M. Pagliaro. 2014. Technology use new media literacy: An explorative theoretical framework. Journal of among adults who are deaf and hard of hearing: A national survey. Journal Educational Technology & Society 16, 4 (2013), 160–170. of Deaf Studies and Deaf Education 19, 4 (2014), 400–410. [10] Wasson Haidee. 2009. Convergence culture: Where old and new media [35] Ines Kožuh and Matjaž Debevc. 2018. Challenges in social media use collide. Film Quarterly 62, 4 (2009), 84 among deaf and hard of hearing people: In Social Media Platforms [11] Henry Jenkins and Mark Deuze. 2008. Convergence culture. Convergence Science: Design, Implementation, Security, and Challenges: From Social 14, 1 (2008), 5–12. Media Platforms Analysis to Social Media Platforms Intelligence, 151– [12] Der-Thanq “Victor” Chen and Jing Wu. 2011. New media literacy in the 171. 21th century society: Key findings, gaps and recommendations. National [36] Graham Allan. 1980. A Note on Interviewing Spouses Together. Journal Association for Media Literacy Education, Philadelphia, PA, USA. of Marriage & Family 42, 1 (1980). [13] Zveza društev gluhih in naglušnih Slovenije (ZDGNS). n.d. Gluhost. [37] Hilary Arksey. 1996. Collecting data through joint interviews. Social Accessed on: https://zveza-gns.si/o-zvezi/o-gluhoti/ Research Update (15). [14] Lorraine Leeson, Jemina Napier, Tobias Haug, Teresa Lynch and Haaris [38] Julie Seymour, Gill Dix, and Tony Eardley. 1995. Joint Accounts: Sheikh. 2021. Access to justice for deaf signers: The Justisigns project. In Methodology and Practice in Research Interviews with Couples. Social UNCRPD Implementation in Europe—a deaf perspective: Article 9: Policy Research Unit, University of York. Access to information and communication, 161–175. European Union of [39] Vasja Roblek. 2009. An Example of Performing a Text Analysis in a the Deaf. Qualitative Research). Management 4, 1 (2009), 53–69. 10 Innovative Technological Solutions for Cities as a Response to the Challenges of Multimodal Mobility for All Citizens Inovativne tehnološke rešitve mest kot odgovor na izzive multimodalne mobilnosti za vse prebivalce Jani Demšar Marina Lovrić Roman Rener Cartography Spatial Management Cartography Geodetic Institute of Slovenia Geodetic Institute of Slovenia Geodetic Institute of Slovenia Jamova cesta 2 Jamova cesta 2 Jamova cesta 2 Ljubljana, Slovenia Ljubljana, Slovenia Ljubljana, Slovenia jani.demsar@gis.si marina.lovric@gis.si roman.rener@gis.si Abstract often face significant barriers when navigating public spaces and utilizing public transportation. Mobility is a fundamental right of all people, crucial for social Digital data play a crucial role in supporting efficient participation, as recognized also by the UN Convention on the multimodal mobility, especially when it comes to understanding Rights of Persons with Disabilities. Despite this, persons with the entirety of the system, from standards to implementation. disabilities often face challenges when using public spaces and Real-time route planning apps that consider accessibility needs, transport. This paper emphasizes the importance of physical designated accessible parking information, and integrated accessibility, digital tools, and stakeholder collaboration to foster ticketing systems across various transportation modes facilitate inclusivity. Using mixed-methods approach, including data independent mobility. The primary aim of this paper is to explore cataloguing, field verification, surveys, and workshops, the study innovative technological solutions that can bridge the gap highlights the need for comprehensive data integration and between current challenges and the vision of inclusive urban accessible infrastructure to support independent mobility for mobility. persons with disabilities. It is important to approach and develop Furthermore, this paper presents research based on key mobility solutions for people with disabilities. These include projects including, "Enabling Multimodal Mobility for Persons methodology implementation, standards, pilot testing, with Various Disabilities" [3], " Spatial Data Support for Public adaptation, and integration of the entire system in the country, Passenger Transport Management – Persons with Disabilities in and the knowledge transfer to all stakeholders. Public Passenger Transport" [4] and "Analysis of Conceptual Keywords Designs of Information and Technical System Support for Persons with Disabilities to Increase Social Inclusion" [4]. These multimodal mobility, spatial data, persons with disabilities, projects provide insights into the current state of accessibility of public transport, accessibility public spaces and public transport infrastructure, addressing the specific experiences of PwD. 1 Introduction Mobility is a fundamental aspect of human life, enabling 2 Methods individuals to navigate their environments and actively Understanding the travel needs of PwD is crucial for planning participate in society. This right to independent movement cities with effective public transport, accessible public spaces, extends to everyone, regardless of personal circumstances. The and diverse options for multimodal mobility. We employed a United Nations Convention on the Rights of Persons with mixed-methods approach in our research to address this topic. Disabilities guarantees this fundamental right to independent We developed various methodologies and object catalogues for mobility for persons with disabilities (PwD) [1]. However, PwD data capture in the office. We developed methodologies for the four groups focused on in the project, such as persons with mobility impairments, persons with visual impairments, the deaf Permission to make digital or hard copies of part or all of this work for personal or and those with hearing impairment, and the elderly. We have classroom use is granted without fee provided that copies are not made or distributed covered the elements related to the mobility and accessibility of for profit or commercial advantage and that copies bear this notice and the full the space for these people in the object catalogue. In the citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s). catalogue, elements are described as attributes with Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia corresponding values. All elements are depicted in real-life © 2024 Copyright held by the owner/author(s). https://doi.org/10.70314/is.2024.DIGIN.2 scenarios with maps and photos, providing precise locations and real-world contexts. With the help of catalogues, we captured data in the office on a desktop computer with an Open-Source 11 Geographic Information System (GIS) program tool. We used tests that have already been carried out, such as research the latest orthophoto in Slovenian national coordinate system conducted by Triglav Čekada and Radovan [6]. Participatory D96/TM with an accuracy of 0.25 m as the basis for captured data maintenance is the editing and maintenance of data after the data as background. completion of data capture. Emphasis is placed on the For this purpose, we created libraries composed of thematic participation of various PwD, who are often ignored in wider characters, which we took from the object catalogues of the research or data capture. Many research projects confirm that project. Verification of captured field data was carried out using people respond positively to changes when they are offered the a digital approach; with open-source mobile data capture opportunity to actively participate [7] in decision-making or application for Android, iOS, and macOS. Field data verification spatial planning. The approach to data capture was based on was supported by persons with mobility impairments as a Volunteer Geographic Information (VGI), as a new source of participatory method. We created data capture layers that include geospatial data. Term Volunteer Geographic Information is areas for data capture, physical barriers (both permanent and relatively new according to Goodchild, and it is understood as temporary), routes, public facilities, parking spaces for PwD, bus geographic data created and contributed voluntarily by stops and railway stations, as well as points of interest. Each layer individuals, often through online platforms and mobile contains different types of data. For example, for paths, we technologies [8]. Numerous studies show that GIS, through the captured information on sidewalks, roads without sidewalks, use of smart mobile phones, has established itself as an effective bicycle paths, pedestrian crossings, tactile pavement elements, tool for ensuring participation [9][10][11][12]. This technology building edges, green spaces, fences, and stairways. Data on allows residents to actively contribute to shaping their living physical barriers includes obstacles such as steps, high curbs, environment through mobile GIS applications, by capturing and hazardous objects on paths, unsuitable surfaces, traffic signs sharing spatial data in real-time [13][14]. blocking sidewalks, low pegs, and movable barriers like parked cars, flower beds, advertising boards, and outdoor seating from restaurants. Temporary obstacles, such as construction sites, were also documented, including details on the duration of closures for excavation works. Additionally, we captured location data of accessible toilets for PwD, and accessibility of public transport (e.g. accessibility of bus stops and vehicles) to support route planning. To better understand the travel habits, experiences with different modes of transport and the willingness to use the “on- call transport model among people with disabilities, we conducted a survey. The survey was conducted using the online platform - 1ka, chosen for its user-friendly interface, open-source nature, and accessibility features that cater to users with visual impairments. To ensure comprehensive data capture and increase survey participation, we employed two supplementary methods. Figure 1: Demonstration of a data capture workshop. The first method involved collecting data at social events organized by organizations for people with disabilities, allowing us to engage closely with respondents and gather opinions and 3 Results information in a more informal setting. The second method As highlighted in the previous chapter, we captured data for four involved collecting data through employment centres that cater groups of PwD included in the project. This data was then to PwD. In both cases, respondents were given the option to entered into the database, organized topologically, and verified complete the questionnaire either online or in person. for suitability in navigation applications. To visualize the Finally, we conducted various workshops with persons with captured data, we developed the Web Accessibility Viewer - a different types of disabilities, including those with mobility web-based GIS tool equipped with basic functionalities for impairments, the blind and visually impaired, and the deaf and displaying and defining the properties of the various layers. hard of hearing. These workshops were organized as focus Our database currently contains data for 79 municipalities, groups, where we facilitated guided conversations through covering all groups of PwD considered in the project. The specific questions to gather as much useful information as captured data includes 3,170 parking spaces designated for PwD possible. These sessions provided us with in-depth insights into and 5,100 physical barriers, such as dropped kerbs, inadequate how PwD navigate through different environments, how they use ramps, unsuitable pavement surfaces, and obstructions on paths. assistive devices, and how they prepare for travel and use public Additionally, we have documented 1,650 accessible bus stops transportation. We also gained new knowledge about various and 59 railway stations. In terms of public facilities, there are technological aids and applications. 4,750 identified, of which 288 have accessible toilets for PwD. For individuals with sensory impairments, 508 audible traffic 2.1 Volunteer Graphic Information for Data signals and 921 tactile pavement elements have been captured. maintenance Furthermore, we have captured data on 712 points of interest For data maintenance, we used the participatory data across the municipalities. maintenance method. We relied on similar voluntary data capture 12 urban areas tend to be more accessible and the overall situation is gradually and consistently improving. 4 Discussion As we previously established, digital data on the accessibility of public spaces and infrastructure can be captured both methodically and in a participatory way, when shared by PwD via smart mobile phones using a GIS app, thus becoming part of big data. We define big data as large-scale datasets originating from heterogeneous sources and collected in the urban environment using sensors integrated in an Internet of Things Figure 2: Web Accessibility Viewer displaying parking (IoT) system [17]. An IoT system combines devices such as place from data bases. smartphones and different sensors into a single network connected to a common server. As central elements of the IoT, Analysis of the survey responses highlighted current sensors enable cities to collect real-time data from public challenges in public transport, the experiences and travel habits transport usage and traffic flow analysis to energy consumption of the respondents, as well as their actual intention to use the "on- and weather conditions [18]. Advanced analytics tools can call transport" service. A total of 921 respondents participated in process and correlate this data to extract useful information to the survey. The majority of respondents are from urban areas of improve city planning and management decisions [19]. Slovenia, more specifically Ljubljana, Maribor, Celje, Kranj, and The importance of big data in the context of accessibility is Novo mesto. multi-layered. These data enable the analysis and understanding We understand the "on-call transport" service as a service that of mobility patterns, use and accessibility of public spaces and provides transportation from the starting point to the endpoint of infrastructure. With the help of this data, administrations or urban a journey, with both points being within the operational area of planning and design professionals can identify areas where the call center. If a passenger travels outside this area, the service improvements of accessibility are needed. Moreover, big data offers transport to the nearest accessible public transport station. allows for a dynamic response to the needs of the population, as This allows passengers to continue their journey using other it can detect and predict changes in mobility and space use forms of public transport, enhancing their mobility and access to patterns. Providing accurate, real-time information on a broader area. It is essential to mention that the "on-call accessibility of public transport using big data improves travel transport" model acts as a bridge between individual transport planning options for PwD. This not only reduces the risk of and complements existing public transport systems. encountering unexpected barriers, but also highlights the The "on-call transport" service not only supports the importance of big data in the design and planning of more independence and improves mobility of vulnerable groups but accessible and inclusive public spaces. The Ljubljana Passenger also strengthens their social inclusion and independence. Transport's Urbana mobile app is a good example of the use of Although originally designed for the transportation of PwD, the big data and sensor technologies in practice, as it allows users in "on-call transport" service has the potential to benefit the wider need of an accessible bus to order transport for a specific time community. It presents a solution that could be adapted for other and location, while the location of the bus can be monitored in vulnerable groups, such as the elderly, children, or those without real time directly through the app. private transportation in remote areas. The integration of different databases which include data on The majority of respondents expressed interest in using "on- accessibility and data on public passenger transport is essential call transport" if the advance notice period was 12 hours or less. for improving and enabling independent mobility of PwD. A small number of respondents indicated that they would Combining data on accessible bus locations, accessible station consider replacing their personal car with "on-call transport" if locations, accessible sidewalks and physical barriers, and given the option. timetables allows people with different disabilities to access key Our data analysis showed that most of respondents are information for route planning. All data are in standard format employed, which is probably the consequence of distributing the for GIS and can be converted for various application use. survey in employment centers to capture a wide range of To successfully implement knowledge into practice and individuals with diverse experiences and travel habits. Retirees ensure accessible public spaces, efficient public transport, and represent the second largest group, while students and self- other mobility options within the context of multimodal mobility, employed individuals constitute the smallest portion of cooperation among stakeholders at local, regional, and national respondents. levels, as well as experts in spatial planning, is essential. For The analysis of field data capture, survey findings and digital data on accessibility of public spaces and infrastructure to different workshops reveals that public transport accessibility for be useful and effectively integrated into various systems, PwD is often inadequate. Respondents cited unreliability, collaboration with urban planners, public transport operators, inaccessibility, and poor organization as some of the most organizers of on-demand transport services, and representatives significant issues, leading many to prefer using personal cars of PwD is necessary. This collaborative approach will help over public transport. Most stations and intercity public transport address the shortcomings and contribute to the improvement of vehicles are inaccessible, as highlighted also by the Advocate of data in the future. the Principle of Equality in Special Reports [15][16]. However, 13 5 Conclusion References In an era of rapid technological transformation, urban population [1] United Nations. 2006. Convention on the Rights of Persons with Disabilities. Treaty Series, 2515, 3. Retrieve 12 Jul. 2024 from growth, and ageing population, urban design faces increasing https://www.un.org/en/development/desa/population/migration/generalas challenges to create spaces that are accessible and inclusive. The sembly/docs/globalcompact/A_RES_61_106.pdf rise in the number of individuals with disabilities necessitates [2] Luis G. Natera Orozco, Laura Alessandretti, Meead Saberi, Michael Szell, and Federico Battiston. 2022. Multimodal Urban Mobility and Multilayer barrier-free access to public spaces. Over the past decade, we Transport Networks. Environment and Planning B: Urban Analytics and have witnessed a transition from traditional city concepts to the City Science. 50(8), 2038-2070 DOI: https://doi.org/10.1177/23998083221108190. design of dynamic and adaptable urban environments. This shift [3] Roman Rener, Jani Demšar, Marina Lovrić, Miran Janežič, in Helena is not merely physical but represents a profound change in our Žnidaršič. 2022. Omogočanje multimodalne mobilnosti oseb z različnimi approach to urban design. oviranostmi: končno poročilo. Ljubljana: Geodetski inštitut Slovenije [4] Marina Lovrić, Maruša Vertačnik, in Roman Rener. 2023. Prostorska By centering the design process around people and leveraging podatkovna podpora upravljanju javnega potniškega prometa – Invalidi v innovative technological solutions, cities are becoming not only javnem potniškem prometu: končno poročilo. Ljubljana: Geodetski inštitut Slovenije. technologically advanced but also inclusive and responsive to the [5] Katja Oven, Roman Rener, Dalibor Radovan, Marina Lovrić. 2022. needs of their inhabitants. This new paradigm prioritizes Analiza konceptualnih zasnov informacijske in tehnične sistemske podpore invalidom za povečanje socialne vključenosti. Vmesno poročilo accessibility and inclusiveness, ensuring that urban spaces ciljnega raziskovalnega projekt št. V2-2252. accommodate everyone, regardless of their physical abilities. [6] Mihaela Triglav Čekada, Dalibor Radovan. 2019. Comparison of the Through this approach, we are crafting cities that embody the volunteered geographic information usage to monitor floods and earthquakes. Geografski vestnik. 127-135(2). DOI: principles of universal design, fostering environments where al https://doi.org/10.3986/GV91207 individuals can thrive and participate fully in society. [7] Rachael Luck. 2018: Inclusive design and making in practice: Bringing bodily experience into closer contact with making. Design Studies. The article describes the approach to the development of the Volume 54, 96–119. DOI: https://doi.org/10.1016/j.destud.2017.11.003 entire system from methodology, standards, the use of new [8] Michael F. Goodchild. 2007. Citizens as sensors: the world of volunteered technologies and building a base for the purpose of mobility of geography. GeoJournal. 69, 211–221. DOI: https://doi.org/10.1007/s10708-007-9111-y persons with disabilities. It is especially worth emphasizing the [9] Renee Sieber. 2006. Public Participation Geographic Information involvement, sharing knowledge and collaboration between Systems: A Literature Review and Framework. Annals of the Association of American Geographers. 96:3, 491-507, DOI: system developers and users. https://doi.org/10.1111/j.1467-8306.2006.00702.x In this context, technological solutions play a pivotal role in [10] Maria Antonia Brovelli, Marco Minghini, in Giorgio Zamboni. 2016. advancing multimodal mobility and enhancing urban Public participation in GIS via mobile applications. ISPRS Journal of Photogrammetry and Remote Sensing. 114. 306-315. DOI: accessibility. The integration of various transportation options https://doi.org/10.1016/j.isprsjprs.2015.04.002 such as walking, cycling, and public transit requires seamless [11] Raquel Pérez-delHoyo, Maria Dolores Andújar Montoya, Higinio Mora and Virgilio Gilart Iglesias, 2018. Citizen Participation in Urban Planning-coordination facilitated by cutting-edge technologies. Real-time Management Processes - Assessing Urban Accessibility in Smart Cities. data, smart infrastructure, and advanced analytics are In Proceedings of the 7th International Conference on Smart Cities and Green ICT Systems – SMARTGREENS. 206-213. DOI: transforming how cities manage and optimize their https://doi.org/10.5220/0006704202060213 transportation networks. [12] Katarzyna Roszewska. 2021. Geographic information systems and accessibility for persons with disabilities. GIS Odyssey Journal. 1(2), 21– 29. DOI: https://doi.org/10.57599/gisoj.2021.1.2.21 Acknowledgments [13] Aimi Hamraie. 2018. Mapping Access: Digital Humanities, Disability Justice, and Sociospatial Practice. American Quarterly. 70. 455-482. DOI: We would like to extend our sincere thanks to the Ministry of https://doi.org/10.1353/aq.2018.0031 Environment, Climate, and Energy for funding the project [14] Sultan Kocaman and Nadire Ozdemir. 2020. Improvement of Disability "Enabling Multimodal Mobility for Persons with Various Rights via Geographic Information Science. Sustainability 12, no. 14: 5807.DOI: https://doi.org/10.3390/su12145807 Disabilities" for eight consecutive years, allowing us to improve [15] The Advocate of the Principle of Equality. 2023. Inaccessibility of Public and raise awareness about the importance of accessible Inter-Urban Bus service for Persons with Sensory Disabilities. Retrieve 17 July 2024 from https://zagovornik.si/wp- environments. content/uploads/2024/02/Special-Report_Inaccessibility-of-Public-Inter- We are also grateful to The National Council of Disability Urban-Bus-Service-for-Persons-with-Sensory-Disabilities.pdf Organizations of Slovenia for their extensive support in [16] The Advocate of the Principle of Equality. 2023. Inaccessibility of Public Inter-Urban Bus service for Persons with reduces mobility. Retrieve 17 implementing the project "Spatial Data Support for Public July 2024 from https://zagovornik.si/wp-content/uploads/2024/01/2023- Passenger Transport Management – Persons with Disabilities in 11-23-Posebno-porocilo_Nedostopnost-javnega-medkrajevnega- avtobusnega-prevoza-za-gibalno-ovirane_EN1.pdf Public Passenger Transport." [17] Elvira Nica, Gheorghe H. Popescu, Milos Poliak, Tomas Kliestik, and The authors of the article would also like to thank the Slovenian Oana-Matilda Sabie. 2023. Digital Twin Simulation Tools, Spatial Cognition Algorithms, and Multi-Sensor Fusion Technology in Research and Innovation Agency (ARIS) and the Ministry of Sustainable Urban Governance Networks. Mathematics 11, no. 9: 1981. Labour, Family, Social Affairs and Equal Opportunities DOI: https://doi.org/10.3390/math11091981 (MDDSZ), who financing the research project entitled "Analiza [18] Amardeep Das, Sumanta Mishra Sharma, and Bikram Ratha. 2019. The New Era of Smart Cities, From the Perspective of the Internet of Things. konceptualnih zasnov informacijske in tehnične sistemske Smart Cities Cybersecurity and Privacy. 1-9. DOI: 10.1016/B978-0-12-podpore invalidom za povečanje socialne vključenosti" No. V2- 815032-0.00001-9. [19] Michael Batty. 2016. Big Data and the City. Built Environment. 42. 321-2252, targeted research program "CRP-2022", made it possible 337(17). DOI: https://doi.org/10.2148/benv.42.3.321. to carry out part of the research and results of this article. Note that there is a section break at the end of references to balance the columns (and this text is a part of the new section). If you have no space left at the end of your paper, you can delete it. 14 The role of communication skills in the development of digital literacy competences using the "DigInGreen" model Mateja Forte† Matevž Obrecht Bojana Slomšek Šlamberger Faculty of logistics Faculty of logistics Faculty of logistics University of Maribor University of Maribor University of Maribor Celje, Slovenia Celje, Slovenia Celje, Slovenia mateja.forte@um.si matevz.obrecht@um.si bojana.slomsek@um.si Abstract / Povzetek sensory needs and the dilemmas, associated with them. One of them being the so-called digital literacy, meaning the ability of The paper deals with the field of developing communication and individuals to effectively use digital technologies and the internet digital literacy with the help of the lifelong learning model to find, create, evaluate and communicate information. This "DigInGreen" for all layers of modern society, including people includes understanding and using digital tools, such as with special needs. The aim of the authors is a targeted search for computers, smartphones, applications and social networks as new solutions in the field of using digital learning and well as awareness of privacy, security and ethical issues in the communication tools for the development of digital competences digital environment. Digital literacy and digital tools therefore in the light of "Society 5.0". We focus on a unique way of play a key role in achieving the goal of equal opportunities for connecting paradigms, such as: inclusive society, competences, all, as they can be completed by users in different periods of time, digital, special needs, literacy and lifelong learning. We want to which are different for each individual and they help themselves connect the thinking about the communicative ability, an in solving challenges with specialized learning or work tools indispensable part of which is an individual's digital literacy and (letter enlargement, volume, translation into another language, point out, that the circumstances of living in a modern, but still font transcription). In relation to the mentioned challenges, the partially exclusive society, limit the development of an overall aim of this paper is to connect very different research individual's communicative and digital literacy, due to a fields with the focus to find new solutions in the field of using demonstrated special need or disability. We believe, that the digital learning and communication tools for the development of activities we carry out, are a unique example of good practice, digital competences in the light of "Society 5.0". because they connect many scientific disciplines and fields into a modern concept of competence development without excluding 1.1 Language and communication ability or conditioning the end user. We combine the paradigms of logistics, informatics, statistics, social studies, linguistics and We cannot talk about the concept of digital literacy without first didactics. All the above and more represent the concept of talking about language and the communicative ability, because "Society 5.0", which cannot exist as a scientific construct, if it the latter represents the dividing line between human and other does not consider the key aspect of one's own identification - communicative codes. Language represents our means of social equality and the provision of equal opportunities. communication, it is a code, that humans have developed, perfected, thereby enabling communication. Language is an Keywords / Ključne besede agreed system of signs, which means, that it is a standardized communication code and leads to the realization, that language communication ability, digital literacy, competences, inclusion, is not just an individual property, it is a social property. With this special needs, lifelong learning finding, ensuring the possibility of literacy development for the individual in all its forms and variations becomes a social responsibility. The latter is implemented not only in the home 1 Digital literacy is an exclusive component of environment, but also in the process of education at the primary, developed communication skills secondary or tertiary level and in all forms of social interaction, including models of lifelong learning. When communicating, In the last few years, we have witnessed the rapid and general two processes always take place; encoding, creating a message progress of the digitization process everywhere, including in and decoding or understanding and responding, to what is education, which brings many opportunities, but also challenges, communicated. At the same time, we must assume, that both the especially when it comes to the inclusion of people with special communicator and the addressee have developed communication needs in the educational process. In the past, the field was more skills. These are the knowledge and abilities of both the related to physical and intellectual challenges, but today it is addressee and the communicator to create any number of texts in increasingly focused on emotional, behavioral, psychosocial and a wide variety of speaking positions. The ability to communicate is an important part of a person's general ability, as it enables Permission to make digital or hard copies of part or all of this work for personal or him/her to creatively adapt to new circumstances and needs. The classroom use is granted without fee provided that copies are not made or distributed ability to communicate therefore defines us through expression, for profit or commercial advantage and that copies bear this notice and the full communication with others and our social involvement. Above citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s). all, it determines our oral and written communication, both Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia classic and digital. We can all be creators/communicators as well © 2024 Copyright held by the owner/author(s). as addressees, but we can only cooperate with each other with https://doi.org/10.70314/is.2024.DIGIN.3 15 developed communication skills. So, we learn the means, easier management of digital content. We also know about the through which we enter the communication process. implementation of individual distance educations, that enable less mobile individuals to participate and do it more easily. Good practices include collaboration with various stakeholders, 2 Accessibility for developed communication including non-governmental organizations, that liaise with and digital skills people with special needs and developers of digital technologies to ensure comprehensive support and adaptations of learning Universal digitization enables adaptation of learning content and content. In addition, it is important to promote lifelong learning teaching methods, which can significantly improve accessibility and ensure constant updating of competences, which contributes to educational opportunities for people with special needs. We to greater employability and inclusion of everyone, including can highlight the example of online platforms and digital people with special needs in the labor market. Digitization and materials; these allow learners to access learning content in an the development of green and digital competences through adapted format, such as texts in larger fonts, audio recordings or lifelong learning are important steps towards ensuring equal video content with subtitles. In addition, interactive tools and opportunities for all, including people with special needs. With applications can enable individual adaptation of the learning legal frameworks and good practices we can create an inclusive process, which increases the effectiveness of learning and the environment, that promotes sustainable development and digital engagement of learners. The legal regulation in the field of literacy for everyone. But for this it would be necessary to actively increase financial resources and educate personnel about education of people with special needs in Slovenia is based on new approaches, advantages and tools for increasing an inclusive the Act on Equalizing the Opportunities of the Disabled and the educational environment. Act on the Guidance of Children with Special Needs. This legislation determines the rights and obligations of educational institutions regarding the provision of adaptations for people 4 Acquired competences are the basis for with special needs. In practice this means that institutions must developed communication skills with an ensure accessibility to all educational resources and services, emphasis on digital literacy including digital platforms and technologies, but sometimes legal Digitization represents a major challenge, as the appropriate commitments are a burden to institutions, as there is no knowledge of users, including people with special needs, guaranteed systemic funding for their implementation. With the represents an essential pool of skills for the efficient operation of successful implementation of education, we condition the many processes. At the Faculty of Logistics of the University of development of competences and the latter can be applied to all Maribor, we prepare, develop and implement short workshops, final stakeholders, both people with special needs and people, that cover a wide variety of topics, such as: research into the who do not have demonstrated special needs. As far as we management of sustainability and resilience in supply chains, discuss the developed competences for digital literacy, of course digitization, interdisciplinary and applied knowledge. The use of we cannot bypass the models, that take care of the development skills in the field of digitization enables efficient data collection of these competences. We have developed such a model. and analysis, as well as high-quality tracking and optimization of various processes. With the appropriate knowledge for all users, we want to get closer to up-to-date and reliable information. In 3 A unique model of lifelong learning, that lifelong education and learning within the "DigInGreen" model, we focus on offering all interested participants educational develops both green and digital competences workshops in the field of digitization, such as: planning and We start from the concept of a special example of good practice implementation of digitization, use of simulation tools as of lifelong education and learning of green and digital skills for decision support, information and computer security, use of all social groups. They were designed and developed at the artificial intelligence tools, information and digital literacy, Faculty of Logistics of the University of Maribor as part of the methods of communication, creation of video content. We enable NOO project "DigInGreen". The acronym NOO defines the participants to study selected topics in depth and participate in financial mechanism, namely the Recovery and Resilience concrete tasks and practical examples. This type of method of Mechanism, from which operations, addressing the transition to implementing the lifelong learning model has proven to be very a green, digital and resilient society are financed. As part of this successful in imparting and acquiring new knowledge and skills. project, the Faculty of Logistics of the University of Maribor has As an educational institution, we see the development of lifelong determined a research and development niche, that is aimed at learning according to the "DigInGreen" model in using digital the development of green and digital competences through tools with the end user in mind, including users with special lifelong learning and focus on various areas, which include both needs. short-term and long-term goals for the development of social studies, information sciences and social skills. The short-term goals include training individuals to use digital literacy tools and 4.1 Model implementation practices, that improve the efficiency of many processes, while Our most effective and also the most innovative form of work or the long-term goals aim for the sustainable development and activity is the framework of the workshops, that we offer as part strengthening of digital literacy at all levels of the population, of the project. All of them are innovative in terms of content, as especially with an emphasis on understanding complex they all address topics, that are strongly related to “Society 5.0”. challenges and possible approaches for people with special The main ideas are: digital, sustainable and resilient. All needs. To ensure inclusive education, it is necessary to adapt workshops are interconnected and together provide a teaching materials and methods, that enable equal access to comprehensive insight into the topic of sustainable and knowledge and skills. For example, courses and workshops can digitalized future for all walks of society. Their innovation lies include adapted digital interfaces, that are also accessible to in the method of imparting knowledge, as it is not a lecture. people with visual or hearing impairments and tools, that enable 16 These are experiential workshops, that encourage participants to Figure 1: Model performance analysis come to certain insights on their own. Former concepts of learning and teaching have been abandoned and learners need In order to determine the effectiveness of the proposed model of experiential learning to quickly assimilate the elements, that then lifelong learning and education to improve sustainable and make up the so-called “micro education”. digital literacy within different social groups, we conducted an analysis of satisfaction at the level of the participant. In the 4.2 Following the principles of an egalitarian sample, we analyzed the following parameters: content of the society – “Society 5.0” workshop, length of the workshop, method of delivering content, The “DigInGreen” lifelong learning model is defined by the place of performance and its accessibility, ease of registration, principles of the “Society 5.0”, therefore an egalitarian society in accessibility of material, relationship between theoretical and practical elements, dynamics and compliance with individual its entirety. We follow: equal opportunities; all stakeholders of expectations. 66 % of the participants expressed their intention our project - participants in the planning of activities, to deepen and upgrade the knowledge they acquired at the implementation of workshops, participation in workshops - have workshop. 95 % of them will also recommend participation in the same opportunities to participate. Our basic criteria are the the workshop to their colleagues, acquaintances and business demonstrated area competence of the individual and potential partners. Most of the participants pointed out that at the attended gaps in knowledge. We offer all interested parties’ equal workshop they upgraded their existing or acquired new opportunities to participate in the project. Non-discrimination; knowledge to improve their digital and sustainable skills. we treat individuals equally. Individuals are not compared to someone else because of gender, nationality, race or ethnic Acknowledgments / Zahvala origin, religion or belief, disability, age, sexual orientation or other personal circumstance. Accessibility for the disabled and The article is funded from the European Union – Next people with special needs; for all participants in the activities of Generation EU and the Ministry of higher education, science and the “DigInGreen” lifelong learning model we provide suitable innovation, Slovenia. The research was carried out within the materials, that contribute to the development of their digital and project, entitled: »Establishing an environment for green and communication skills, using appropriate teaching methods and digital logistics and supply chain education«. ensuring the correct guidance. References / Literatura 4.3 Model performance analysis [1] Mateja Forte. 2015. Slovene language infrastructure for blind/impaired students in regular primary school conceptual design of a primary school textbook of the Slovene language for the inclusion program. University of Primorska, Koper [2] Maria Golden. 2001. About language and linguistics. Department of Comparative and General Linguistics, Faculty of Arts, University of Ljubljana, Ljubljana [3] Olga Kunst Gnamuš. 1994. Theory of Communication. Center for Discursive Studies, Ljubljana [4] Matevž Obrecht, Tina Cvahte Ojsteršek, Mateja Čuček, Martin Fale, Milena Kajba, Polona Vičič, Bojana Slomšek Šlamberger, Lazar Pavić. 2024. Knowledge supply chains - Guidelines for green and digital transition, (1st. ed.), University of Maribor, University Press, Maribor [5] Bojana Slomšek Šlamberger. 2024. ESG – Environment, company, management no. 188, DigInGreen – an innovative concept of lifelong education 17 1 The Moore’s Law for Education and the Need for Inclusion Marius M. Balas∗, Valentina Balas∗, Dana Rad†, Gavril Rad† and Sérgio D. Correia‡ ∗Engineering Faculty, Aurel Vlaicu University of Arad, Arad, Romania †Center of Research Development and Innovation in Psychology, Faculty of Educational Sciences Psychology and Social Work, Aurel Vlaicu University of Arad, Arad, Romania ‡Portalegre Polytechnic University, Portalegre, Portugal Correspondance: {marius, balas, dana}@drbalas.ro, radgavrilarad@gmail.com, scorreia@ipportalegre.pt Abstract—From within the electronics industry, Gordon Moore We believe that the current situation requires a new fun- observed an exponential rate of development of technology. Over damental approach, capable to sustain in the long term a time, the same pace of development has been observed for proper Moore’s Law for Education, helping students to include most human activities, resulting in an exponential growth in into the Moore’s Law for Knowledge era. For this, we must the volume of accumulated knowledge. This phenomenon also has adverse consequences, especially the increasing difficulty of increase the efficiency of learning, so that it keeps pace with the educational process, mainly in the scientific and engineering the increase in the volume of knowledge. This approach is fields, which ultimately results in an increase in school dropout. encouraged by the statement according to which learning To cope, we will have to initiate the inclusion of students in the resources are practically unlimited [4]. new context, through measures that will support for long term a Moore’s law for education. To begin with, we propose several measures, such as increasing the share of visual representations II. PSYCHOLOGICAL THEORIES EXPLAINING THE of knowledge or applying the recommendations of the Bologna PHENOMENON Process more rigorously. A. Cognitive Load Theory Index Terms—Moore’s Law, Visual Representation of Knowl- Cognitive load theory (CLT), developed by John Sweller, edge, Bologna Process, Inclusive Education, System Engineering provides a valuable framework for addressing the challenges posed by exponential growth in knowledge and its implica- tions for education. CLT posits that working memory has a I. THE MOORE’S LAWS AND EDUCATION limited capacity for processing information. As the volume and complexity of educational content increase, the cognitive In 1965, Gordon Moore, Intel CEO & Co-founder, made a load on students also rises. This escalation in cognitive load perspicacious empirical observation: the number of transistors can lead to cognitive overload, where students struggle to in integrated circuits doubles every two years. This observation process or retain information effectively, ultimately resulting became the well-known First Moore’s Law. In the following in reduced learning efficiency and increased dropout rates [5], decades, and until today, the law has been verified and even [6]. To counteract these issues, strategies that manage cognitive knowingly applied in the management of the electronics in-load, such as simplifying complex information and utilizing dustry. Moreover, the exponential development pattern noticed multimedia tools to present knowledge visually, are essential. by G. Moore has been observed in many more areas of human These strategies help accommodate the rapid advancements activity: (1) Moore’s Second Law (Arthur Rock’s Law): the described by Moore’s Law in education, thereby supporting cost of a semi-conductor chip fabrication plant doubles every more effective learning experiences. four years; (2) More than Moore: the Moore’s law is now Van Merrienboer and Sweller emphasize that recent de- beginning to be revalued in the sense of performance indexes velopments in CLT highlight the importance of designing per chip instead of sheer number of transistors per chip; (3) instructional methods that manage cognitive load effectively, Moore’s Law for Knowledge: the general human knowledge especially when dealing with complex learning scenarios [7]. doubles every year [1]; and (4) Moore’s Law for Everything: By integrating these principles into educational practice, ed-addresses our entire society as a whole [2]. ucators can better support students in handling the growing An undesirable consequence of the Moore’s Law for Knowl- complexity of their studies. edge appears in education: young students face more and more difficulty the increased volume and complexity of the knowl- edge they have to assimilate. Therefore, we are witnessing B. Self-Determination Theory an alarming increase in school dropouts. In 2001 G. Moore Self-determination theory (SDT), developed by Deci and complained: “It’s hard to come up with ways to increase Ryan, emphasizes the essential psychological needs for au- productivity in education” [3]. Eventually one can observe tonomy, competence, and relatedness as central to motivation that Moore’s Law is beginning to make its presence felt in and learning [8]. The exponential growth of knowledge, as education too [3]. highlighted by Moore’s Law, may challenge students’ sense of 18 2 competence and autonomy, especially when the pace of learn- D. Complex Adaptive Systems Theory ing feels overwhelming or unmanageable. This can adversely Complex adaptive systems theory (CAST) provides a con- impact their motivation and academic performance. According temporary cognitive psychological perspective that integrates to SDT, when students perceive their learning environment as concepts from Systems Engineering. CAST focuses on how supportive of their need for autonomy, they are more likely to systems, including educational systems, adapt and evolve in experience intrinsic motivation and engage more deeply with response to environmental changes [14]. This theory empha-the material. Similarly, providing constructive feedback and sizes the dynamic interactions among various components of fostering meaningful interactions with peers and educators can a system and the necessity for flexibility in adapting to rapid enhance students’ sense of competence and relatedness, which changes. are crucial for maintaining motivation and engagement [9]. In the context of Moore’s Law for education, CAST posits Research supports the idea that educational practices align- that educational systems must be designed to be adaptable and ing with SDT principles can lead to more effective learning resilient to the exponential growth in knowledge. As knowl- outcomes. For instance, Guay, Ratelle, and Chanal argue edge expands at an accelerating rate, educational environments that optimal learning environments, which cater to students’ must continuously evolve to meet diverse learning needs and psychological needs, contribute to better educational outcomes integrate new technologies and methodologies. This adapt- [10]. They found that when students experience a high degree ability involves creating learning systems that can effectively of self-determination within their learning contexts, they are incorporate feedback and undergo iterative improvements to more likely to engage actively and perform well academically. refine educational practices [15]. In light of these insights, incorporating measures that sup- CAST also highlights the importance of feedback loops port the psychological needs identified by SDT - such as and iterative processes in educational settings. By applying providing opportunities for self-directed learning, ensuring CAST principles, educators can develop more responsive frequent and constructive feedback, and facilitating collabo- and inclusive educational systems. For instance, leveraging rative and supportive peer interactions - can help mitigate the iterative feedback mechanisms and promoting flexibility in negative effects of rapid knowledge expansion. This approach teaching approaches can help address the challenges associated not only addresses the challenges posed by Moore’s Law with rapid knowledge expansion, ultimately supporting long- for education but also promotes more inclusive and effective term student success [16]. educational practices that cater to diverse student needs. By implementing CAST, educational institutions may create settings that are more suited to managing the complexity of modern education and responding to the needs of fast C. Information Processing Theory knowledge expansion, as outlined by Moore’s Law. Understanding the psychological underpinnings of educa- Information processing theory, as developed by Atkinson tional challenges in the context of rapid knowledge expan- and Shiffrin, provides a framework for understanding how sion provides valuable insights into how to support students information is encoded, stored, and retrieved [11]. This theory effectively. By applying theories such as cognitive load the-becomes increasingly relevant as the volume of information ory, self-determination theory, information processing theory grows exponentially, presenting challenges for processing and and complex adaptive systems theory, educators can develop organizing vast amounts of data effectively. According to the strategies to enhance learning outcomes and address the needs theory, cognitive strategies such as chunking and rehearsal are of a diverse student population. In addition to supporting the crucial for managing large data sets, which can help students inclusion of all students in a changing educational environ- process and retain information more efficiently. ment, these strategies aid in managing the growing body of Chunking involves breaking down complex information information. into smaller, manageable units, making it easier to encode and recall [12]. Rehearsal, which includes techniques like III. CONCRETE INCLUSION MEASURES repetition and active engagement with the material, also plays a significant role in strengthening memory retention. Integrat- A. Improving the Bologna Process Application ing these cognitive strategies into educational practices can School dropout is all the more expensive the more advanced aid students in navigating the challenges associated with the the student is on a higher level of preparation and the larger rapid expansion of knowledge. For example, employing visual the target group. That is why we will focus with priority on aids, interactive tools, and other multimedia resources can students in the undergraduate stage. enhance students’ ability to process and retain information by The Bologna Declaration (19 June 1999) proposed a higher presenting it in more digestible formats [13]. educational system with two main cycles, undergraduate and Incorporating information processing techniques into teach- graduate, leading to the master and/or doctorate degree (Fig. ing methodologies supports increased inclusion and provides 1). Access to the second cycle requires successful completion effective support mechanisms for students facing the com-of first cycle of minimum three years. The first cycle degree plexities of modern education. By applying these strategies, (Bachelor) is already relevant to the European labour market educators can help students manage cognitive load more as an appropriate level of qualification. effectively, fostering an environment where learners are better A key issue is the balance between mass and elite higher equipped to handle the demands of rapid knowledge growth. education [17]. This balance is perfectly designed, but our 19 3 observations (direct, empirical, and at a restricted scale) point As previously mentioned, in fields like science, technology, out that many professors apply elite standards for the mass engineering, and mathematics, visualizations such as graphs, level, leading to scholar dropout. Besides personal attitudes, models, and simulations are crucial for understanding abstract this might also be caused by a possible lack of attention and complex concepts. Visual tools can illustrate historical paid to the mass level compared to the elite one. There are timelines, sociological theories, and literary analyses, making important differences between mainstream and elite education. these subjects more accessible and engaging. To give an The inclusiveness of mass education is meant to be broad, but example, we mention that visual reasoning is beginning to be its depth remains shallow, as does its specialization and rigor. adopted even in areas where formal mathematical approaches On the other hand, elite education is supposed to be deep, seemed immutable, such as automation. These approaches are rigorous, and specialized, thus losing out on inclusiveness. specific to Artificial Intelligence methods, which, let’s not That is why the next measures will point to possible technical forget, seek to emulate human reasoning. In the broadest sense, solutions leading to effectiveness, notably in mass education. in automation, one can observe a revaluation of methods based on quantitative or even qualitative time analysis, such as the analysis of the phase trajectory of the control error, which has appeared since the nineteenth century, comparing to methods based on the precise frequency analysis (transfer functions, pole placement, etc.). More specifically, we can mention: (1) The sliding mode [20]; (2) The qualitative analysis [21]; (3) The self-adaptive fuzzy-interpolative controllers [22]; and (4) Sculpting the state space [23]. Systems engineering (SE) is an increasingly significant scientific field that successfully manages multidisciplinary Fig. 1. The higher education structure (Bologna Process) and very complex systems (including educational ones). SE applications are based almost entirely on visual software pack- ages: UML (Unified Modeling Language), IDEF (Integration B. Visual Representation of Knowledge Definition), QFD (Quality Function Deployment), etc. Homo Sapiens is a diurnal species, essentially relying on sight [18]: 90% of information transmitted to the brain is visual; 50% of the brain’s surface is used for the vision; and C. The Top-Down Approach visual information gets to brain 60.000 times faster than text. SE is proposing another way to increase education’s effi- These facts lead us to the conclusion that we should look ciency, which is derived from its holistic feature: embracing to favorize the visual representation of knowledge, especially the Top-Down approach [24]. The top-down approach means when addressed to the undergraduate students [19]. Figure 2 essentially fewer details and more comprehension. illustrates how visual adds enhance texts’ understanding [18]. Bottom-Up teaching starts with small details and broadens the scope of the lessons step by step as students master the skills. This way is rigorous, yet instruction-driven, cumber- some, and time-consuming, eventually suited for elite educa- tion and company specific training. The strategy of top-down teaching begins with the big, abstract concept and works down to the specific details, according to the available time. This motivates students to Fig. 2. Better formulated questions lead to better results learn through direct interaction and their own experience and Visuals can break down complex concepts into more di- is fast and suited to mass education. The Top-Down Approach gestible parts, making it easier for students to grasp intricate in education provides a structured and motivating way to learn, ideas. Diagrams, flowcharts, and mind maps can illustrate promoting a deeper and more integrated understanding of the relationships between different concepts, helping students subjects while aligning well with real-world problem-solving understand how they interconnect. Moreover, visuals are often and diverse learning styles. It is structured and linear, ideal more memorable than text alone. The dual-coding theory for subjects where a foundational understanding is crucial, suggests that information presented both visually and verbally aiming for a comprehensive understanding by building from is more likely to be remembered, as visual representations general to specific. Students gain an overall understanding can reinforce learning by providing multiple ways to process of the subject, helping them see how individual parts fit and recall information. When considering student motivation, into the bigger picture. This broad perspective can enhance visuals can make learning more engaging and interesting, comprehension and retention of detailed information. By un- potentially increasing student motivation and participation. Vi- derstanding the ultimate goals and applications of what they’re sual tools like graphs and charts encourage students to analyze learning, students can be more motivated to engage with and data and identify patterns, trends, and outliers, and they help master the detailed content. Knowing the relevance and end visualize problems and brainstorm solutions, fostering critical goals of their studies can make the learning process more thinking skills. meaningful and interesting. Moreover, starting with general 20 4 concepts allows students to quickly grasp the subject’s scope REFERENCES and identify areas that need more focus. This can make the [1] R. B. Fuller, Critical path. St. Martin’s Press, 1981, (ISBN: learning process more efficient, as students can prioritize their 9780312174910). efforts on more challenging aspects once they understand the [2] . Sam Altman · March 16, “Moore’s law for everything.” [Online]. Available: https://moores.samaltman.com/ overall framework. [3] G. Anders, “Moore’s law touches education at Given the current complexity of education, illustrated in last – to techies’ delight,” Apr 2014. [On- section 2, a mechanical application of any of the meth- line]. Available: https://www.forbes.com/sites/georgeanders/2014/04/16/ moores-law-touches-education-at-last-to-techies-delight/ ods proposed above is virtually impossible. Hybrid solutions [4] J. W. Botkin, M. Elmandjra, and M. Malitza, No limits to learning have the highest chance of success. Let’s give an example bridging the human gap; a report to the club of Rome James W. Botkin; from digital electronics: the Hardware Description Languages Mahdi Elmandjra; Mircea Malitza. Pergamon Press, 1979, (ISBN: 0-08-024705-9). (HDL). HDLs admit two types of descriptions for the same [5] J. Sweller, J. Plass, R. Moreno, and R. Brunken, “Cognitive load theory: circuit: Behavioral and architectural, which are interchange-Recent theoretical advances,” Cambridge Univerisity Press, p. 29–47, able according to needs (Fig. 3). The behavioral description 2010. [6] F. Paas, A. Renkl, and J. Sweller, “Cognitive load theory and instruc- is top-down functional, while the architectural is bottom-up tional design: Recent developments,” Educational psychologist, vol. 38, structural. no. 1, pp. 1–4, 2003. [7] J. J. G. Van Merrienboer and J. Sweller, “Cognitive load theory and complex learning: Recent developments and future directions,” Educational psychology review, vol. 17, pp. 147–177, 2005. [8] E. L. Deci and R. M. Ryan, “Self-determination theory,” Handbook of theories of social psychology, vol. 1, no. 20, pp. 416–436, 2012. [9] J. Reeve, “A self-determination theory perspective on student engage- ment,” in Handbook of research on student engagement. Springer, 2012, pp. 149–172. [10] F. Guay, C. F. Ratelle, and J. Chanal, “Optimal learning in optimal contexts: The role of self-determination in education.” Canadian Psychology / Psychologie Canadienne, vol. 49, no. 3, p. 233, 2008. [11] R. C. Atkinson and R. M. Shiffrin, “Human memory: A proposed system and its control processes,” in Psychology of learning and motivation. Elsevier, 1968, vol. 2, pp. 89–195. [12] J. T. Wixted, “Atkinson and shiffrin’s (1968) influential model overshad-owed their contemporary theory of human memory,” Journal of Memory Fig. 3. The HDL descriptions and Language, vol. 136, p. 104471, 2024. [13] G. Sucharitha, A. Matta, K. Dwarakamai, and B. Tannmayee, “Theory and implications of information processing,” Emotion and Information Processing: A Practical approach, pp. 39–54, 2020. IV. C [14] T. Fidan and A. Balcı, “Managing schools as complex adaptive systems: ONCLUSION A strategic perspective,” International Electronic Journal of Elementary The paper discusses the ever-widening gap between the Education, vol. 10, no. 1, pp. 11–26, 2017. volume of general knowledge, which obeys Moore’s law of [15] P. McMillan and M. Jess, “Embracing complex adaptive practice: the potential of lesson study,” in Non-Linear Perspectives on Teacher exponential knowledge development, and the effectiveness of Development. Routledge, 2023, pp. 77–92. education, which cannot keep up. The effect of this gap is [16] J. K. Garner and A. Kaplan, “A complex dynamic systems approach critical for young people, especially for undergraduates, who to the design and evaluation of teacher professional development,” in Non-Linear Perspectives on Teacher Development. Routledge, 2023, have a high dropout rate. This is a peculiar case of inclusion, pp. 93–118. because it is addressing a wide group of perfect valid persons: [17] K. Miklavič, “Elite vs. mass higher education - a reflection on the virtually any student. In order to promote their inclusion in the purpose of higher education,” in The GAPS Think Piece. GAPS - Global Access to Postsecondary Education, 2016, no. 14, pp. 1–8. context of Moore’s law for knowledge, several fundamental [18] E. McCoy, “How our brains are hardwired for visual content,” Killer measures are proposed in order to give education a greater Visual Strategies, 2019. dynamic: the more rigorous application of the Bologna Process [19] M. Chein, M.-L. Mugnier, and M. Croitoru, “Visual reasoning with graph-based mechanisms: the good, the better and the best,” The system, the prioritization of visual methods of representation knowledge engineering review, vol. 28, no. 3, pp. 249–271, 2013. and manipulation of knowledge and the broader application [20] K. D. Young, V. I. Utkin, and U. Ozguner, “A control engineer’s guide to in education of methods derived from Systems Engineering, sliding mode control,” IEEE transactions on control systems technology, vol. 7, no. 3, pp. 328–342, 1999. such as the top-down approach. [21] W. F. Clocksin and A. J. Morgan, “Qualitative control,” In Proceedings Incorporating visual representation of knowledge in higher of the Seventh European Conference on Artificial Intelligence, vol. 350, education not only caters to diverse learning styles but also no. 6, 1986. [22] M. M. Balas, “The fuzzy-interpolative methodology,” Soft Computing enhances comprehension, retention, engagement, and critical Based Modeling in Intelligent Systems, pp. 145–167, 2009. thinking. By leveraging the power of visuals, educators can [23] J. M. Mendel, “Comparing the performance potentials of interval and create a more effective and enriching learning environment that general type-2 rule-based fuzzy systems in terms of sculpting the state space,” IEEE Transactions on Fuzzy Systems, vol. 27, no. 1, pp. 58–71, prepares students for both academic and real-world challenges. 2018. The application of such a set of measures is a large, lasting [24] S. Blakeley, “Bottom up & top down teaching action and will require the involvement of all teachers, whose strategies.” [Online]. Available: https://study.com/academy/lesson/ bottom-up-top-down-teaching-strategies.html task is difficult because they will have to start by changing themselves. 21 Multimedia Based Sign Language Dictionaries: How are Potential Users Involved? ∗ † Žana Juvan Klemen Pečnik zana.juvan@f e.uni- lj.si klemen.pecnik@fe.uni- lj.si Faculty of Electrical Engineering Faculty of Electrical Engineering University of Ljubljana University of Ljubljana Ljubljana, Slovenia Ljubljana, Slovenia Abstract from poor accessibility and usability. Modern multimedia tech- nologies offer a promising solution for a better representation of Sign languages are rich visual-gestural languages that serve as the spatio-temporal content. These technologies can be used to the primary means of communication for the d/Deaf commu- create more accessible and effective dictionaries that meet the nity. Despite their complexity and cultural significance, sign target users’ needs [3]. Yet, there is a notable lack of testing and language dictionaries face challenges in terms of documentation, evaluation of these dictionaries with all target audience groups accessibility, and usability. Despite their linguistic richness, the [4]. This gap highlights a critical problem where effectiveness development of comprehensive and user-friendly sign language and practicality of these resources are often assumed rather than dictionaries remains limited, especially in terms of adequate user empirically tested. testing, leading to a gap between technological advances and This paper explores the development and key features of multi- user satisfaction. media Sign Language Dictionaries (SLD), focusing on appropriate This paper examines the history and evolution of sign lan- empirical testing with target groups. This could improve accessi- guage dictionaries, from the early printed versions to interactive bility and usability, as well as better meet the needs of the Deaf digital formats. It highlights their key features and technologi- community, their relatives, friends, and anyone who wishes to cal advances and discusses the benefits of integrating modern communicate in sign language. technologies such as motion capture and artificial intelligence into sign language dictionaries to improve the accuracy and ac- cessibility of sign language resources. The paper emphasizes 2 Technical Aspects of Sign Language user-centered design and calls for a thorough evaluation involv- Dictionaries ing diverse target groups, including d/Deaf, hard of hearing, and In the interconnected world, access to information in one’s nat- hearing users. By addressing the current lack of empirical test- ural language is a fundamental right that is essential for equal ing, this paper proposes a hybrid approach to the development participation and involvement in society. Language is a carrier of sign language dictionaries that are accessible, effective, and of culture, identity and knowledge. When people have access to culturally sensitive, ensuring equal access to communication and information in their natural language, they can better engage information for all. and break down the barriers that exclude people from important Keywords conversations and opportunities. If information is only available in a few languages, most people become marginalised and their online dictionary, sign language, sign language dictionary, user voices go unheard. testing, evaluation Conventional methods of information dissemination fall short when it comes to sign languages. General dictionaries rely on 1 Introduction words, phonetics, pronunciation, and text-based explanations The natural language of the d/Deaf, where "deaf " refers to a that are inadequate for sign languages. Sign languages are visual physiological state, while "Deaf " refers to a member of the Deaf and spatial, and include hand and body movements as well as community [1], is sign language, characterised by its unique facial expressions which can modify sign meaning. To accurately visual-gestural modality, with each sign functioning as a lex- represent these elements, SLDs must use additional means of ical unit within a comprehensive grammatical system. These communication such as videos, or other alternatives like anima- languages are fully-fledged and serve as important means of com- tions, 3D animations, 360 videos, spatial videos and in addition, munication for people with varying degrees of deafness, whether specialised notations [5]. prelingual or postlingual. Developing effective SLDs requires a hybrid approach that Despite their richness, sign languages face significant chal- combines features of both learner’s and explanatory dictionar- lenges in terms of documentation and supporting materials, like ies. Learner’s dictionaries simplify definitions and provide clear textbooks, grammar books and dictionaries [2]. High-quality sign examples to help beginners. Explanatory dictionaries provide de-language dictionaries are rare, and those that exist often suffer tailed descriptions and a broader vocabulary for advanced users [6]. An ideal SLD would include a learner’s section with videos ∗ ORCID: 0000-0001-8859-180X † demonstrating basic signs, accompanied by 3D animations and ORCID: 0009-0004-1430-8054 text descriptions, with the goal to focus on fundamental vocab- Permission to make digital or hard copies of all or part of this work for personal ulary and common phrases, making it accessible to beginners. or classroom use is granted without fee provided that copies are not made or The explanatory part would cover complex signs with multiple distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this examples in different contexts. This hybrid model would ensure work must be honored. For all other uses, contact the owner /author(s). that SLDs are versatile resources for all users, promoting equal Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia access to information and supporting the development of sign © 2024 Copyright held by the owner/author(s). https://doi.org/10.70314/is.2024.DIGIN.5 language skills. By creating advanced hybrid SLDs that embrace 22 Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia Ž. Juvan and K. Pečnik the visual and dynamic nature of sign languages, inclusion and of cultural sensitivity and user-centred design in the development equality would be promoted in the best possible way. of these aids [15, 16]. 2.1 History and Development 2.2 Advantages The history and development of SLDs reflect the evolving under- Sign language dictionaries offer numerous advantages that signif- standing and appreciation of sign languages. The first sign lan- icantly support the learning process and enhance communication guage dictionaries were created in the 20th century [7] providing and inclusion. They provide a standardised way of showing and a valuable resource for both the Deaf and hearing communities. understanding signs, which helps to standardise their meanings These dictionaries were printed works that used static images, for different users and contexts. This promotes the recognition line drawings of signs and textual explanations to depict the and use of the sign language, raises awareness and increases the signs, which helped to somewhat bridge the gap in communica- participation of the d/Deaf in society. In addition, these dictionar- tion. These early dictionaries, while pioneering, had significant ies enable anyone to learn new signs or refresh their knowledge, limitations when it came to accurately capturing the dynamic and ensuring accurate and effective communication, regardless of spatial nature of sign languages. The static nature of used images skill level - whether beginner or certified sign language inter- often failed to convey the fluid and expressive aspects of sign preter. As a comprehensive resource, sign language dictionaries languages, often making it very hard for people to understand play a crucial role in promoting inclusion and bridging commu- and learn the signs correctly [3, 4]. nication gaps between d/Deaf and hearing people [3, 11]. A significant advancement in the representation of sign lan- guage was achieved with the introduction of notation systems. The first notation system was developed in 1960 by Stokoe, which 2.3 Key Features was closely followed by SignWriting (1974) and HamNoSys (1985) notation systems. They use pictures and abstract symbols to de- SLDs have evolved from simple printed resources to sophisticated, scribe the elements of each sign, which makes analysis of sign interactive tools that are essential for learning, communication language structure possible. To describe a sign accurately, five and inclusion. Initially, these dictionaries were based on static parameters are needed: movement, handshape, location, palm images and textual explanations, which were basic but limited in orientation and non-manual signals [4, 8]. Printed SLDs used four their ability to capture the full nature and details of sign language. of the five parameters to describe included signs, which allowed Modern SLDs [3, 6, 11, 17, 18, 19] have evolved considerably, for easier categorisation as well as more efficient searching, since incorporating a robust entry structure that typically includes it was possible to organise signs by their characteristics instead the lemma, a video demonstration, and a detailed explanation. of alphabetically [7]. Each entry can also provide usage examples and information Video technology made a revolutionary advance for SLDs. on frequency of use, along with grammatical details, synonyms, Early video dictionaries which began appearing in the late 20th antonyms and collocations. Visual aids and notation systems century and used 2D video to demonstrate the signs [9, 10]. These such as Stokoe, HamNoSys, SignWriting further break down the video dictionaries provide a more accurate representation of signs components of each sign, improving understanding and learning. compared to static images, as they show body movements and The search function in these dictionaries is versatile and allows facial expressions. However, 2D video still lacks spatial informa- users to find signs by entering a word or phrase, search by sign tion, which is crucial for fully capturing the three-dimensional components, or by thematic groups. The search results are listed nature of sign languages [11]. by relevance, ensuring the most accurate match. The development of 3D avatar dictionaries has addressed some Interactivity is a key feature of modern SLDs. Video content of the limitations of 2D videos by incorporating spatial informa- offers controls to play, pause, change playback speed and jump to tion. These systems use computer-generated avatars to perform specific sections. Some dictionaries offer multiple synchronised signs, offering users to depict signs from multiple viewing an- 2D videos filmed from different viewing angles for better under- gles, which facilitates better understanding and learning. Despite standing, or even 3D avatars with 360-degree views, giving users these advances, 3D avatars often struggle to adequately repro- the ability to freely change rotation or perspective. duce natural facial expressions and body movements, which are As up-to-date and unlimited resources, online SLDs contin- integral parts of signing, causing the Deaf community to not yet ually add new information, avoiding the limitations of printed fully accept 3D avatars [12]. versions. This approach mitigates the pressure of deciding which The most advanced SLDs today are exploring the use of sophis- entries to include and allows for quick updates, keeping the dic- ticated interactive systems to improve inclusion and interaction. tionary current and comprehensive. Researchers are utilising technologies like motion capture, aug- Additional features of modern SLDs increase their usefulness mented reality and artificial intelligence to create more natural and educational value. Instructions on how to use the dictionary and accurate representations of signs. These systems aim to cap- effectively, information on the history and context of sign lan- ture the full complexity of sign languages, including accurate guage, and up-to-date information on the latest developments facial expressions and subtle body movements [13, 14]. E.g. in-keep users informed and engaged. Features such as the "word teractive platforms may allow users to view signs from different of the day" encourage regular learning and exploration of new angles, slow down movements to study them in detail, and even signs. These interactive features lead to better learning outcomes. converse with virtual assistants in sign language in real time. More advanced SLDs incorporate additional features, allowing Scientific publications have documented these advances and users to participate in quizzes and games, practise with struc- highlighted the associated technical and social challenges. Studies tured exercises, and save and print customised vocabulary lists. have examined the effectiveness of various technologies and their In addition, SLDs can also support language rehabilitation by acceptance in the Deaf community, emphasising the importance providing tools for continuous practise and improvement. 23 Multimedia Based Sign Language Dictionaries: How are Potential Users Involved? Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia 3 User Centered Design and Evaluations 3.2 Evaluation Studies The development of SLDs has mainly focused on its features, pro- The evaluation of SLDs can focus on both technical criteria and gramming processes, and design. Numerous articles and papers user experience. Categorising features of SLDs and determining meticulously describe the intricacies of these aspects, often em- what should be evaluated are crucial steps in this process. phasising the technical and linguistic challenges. However, there From a technical perspective, the evaluations often look at how is a glaring absence in the literature when it comes to user evalu- well the dictionary code or service works. However, this type of ation of these dictionaries with the users. Since SLDs are used by evaluation is insufficient, if the user experience is not taken into deaf, hard of hearing and hearing users, these solutions should be account. An effective evaluation should also include an assess- tested and evaluated by all target groups with comparable tools. ment of functionality and usability, ideally involving the target User testing is crucial to the development of any effective audience. For example, the evaluation of an Electronic Malaysian educational resource, which is especially true for SLDs. Many Sign Language Dictionary [21] was conducted with actual users studies have shown that involving end users in the testing phase and provided valuable insights into its effectiveness. In contrast, is crucial to ensure effectiveness, efficiency and user satisfaction. most SLD evaluations often involve non-target groups of users, One of the most widely used methods for this purpose is User typically in very small numbers, which limits the relevance of Centered Design (UCD) [2]. This methodology emphasises effec-the obtained feedback. tiveness, efficiency and user satisfaction. Effectiveness ensures Unfortunately, many SLD projects do not report on user testing that the tools or services fulfil the intended purpose, efficiency at all. Instead, they rely on simple functional testing or use metrics minimises the effort and time required for users to achieve their such as Google Analytics as a substitute for evaluation. This goals, while user satisfaction creates a positive and engaging approach overlooks important aspects of user interaction and user experience. UCD focuses on improving usability and aims satisfaction. to develop tools that are intuitive and user-friendly. Ideally, SLD A few articles emphasise the importance of thorough user eval- design should follow all UCD steps, including thorough user uation and show how user feedback can lead to improvements. testing and evaluation. Unfortunately, in practise, many SLD de- A study on the users of an online dictionary of sign languages velopment projects tend to skip the crucial fourth step of UCD — titled "Proposing an instrument for evaluation of online dictio- evaluation with actual users. naries of sign languages" [4] provides a proposed framework for This omission leads to a gap between the theoretical benefits of conducting comprehensive evaluations and further illustrates SLDs and their practical usability. Without empirical evaluation, the benefits of involving users in the testing process. developers miss out on important feedback that could lead to improvements and adjustments. As a result, SLDs may not fully 3.3 Guidelines and Importance meet the needs and preferences of the d/Deaf and hard of hearing The evaluation of sign language dictionaries is crucial to ensure communities and hearing users, limiting their effectiveness as a that they are effective, user-friendly, and meet the needs of their learning or helping tool. diverse users. Key aspects of evaluation must include testing specific features, assessing usage and usability, ensuring ease of use and reviewing the quality of videos and content. Feedback and 3.1 Target Users ideas from the community are invaluable for further development The users of SLDs are diverse and they use these tools for various and improvement of any dictionary. reasons, e.g. to learn a sign language, to interpret, to prepare for An evaluation of SLD should include all target user groups, specific interpretations or to test their knowledge. Understanding including the d/Deaf and hard of hearing people, as well as profes- these different user groups is essential for the creation of effective sional interpreters, teachers and other hearing learners, in order and accessible dictionaries. to gain comprehensive insights. Methods that include interviews Users can be categorised according to their purpose: Sign lan- are preferable to written surveys to obtain more in-depth, nu- guage learners who are seeking to expand their vocabulary, in- anced feedback [22]. In a separate ongoing study, we were able to terpreters who need accurate signs for communication, teachers demonstrate that it is important to use tools translated into sign who use SLDs as teaching tools, and developers who are creating language for all users whose natural language is sign language, or improving sign language resources. Another categorisation in addition to semi-structured interviews with participants. To is by hearing status: d/Deaf people for whom sign language is summarise, it is important to tailor the evaluation methods to a primary form of communication and hearing people who use the specific user group and allocate sufficient time for thorough SLDs for learning, interpreting or teaching. testing and feedback collection. Although there are some differ- Sign language competence also defines user categories: Begin- ences between countries in terms of certified interpreters and ners who are just starting to learn, advanced beginners with basic legal obligations, each method should consider all possible op- proficiency, proficient users who engage in complex interactions, tions to reduce the pressure on users by providing them with a proficient users who often work in a professional context, and comfortable environment and relaxed user testing to minimise experts, including native signers and experienced certified inter- the negative impact of testing methods on the final results. preters or educators. It is important to understand all different The importance of these evaluations cannot be overempha- user groups through user studies. They provide insight into how sised as they lead to a better end product or service. Systematic the different groups interact with SLDs, their specific needs, chal- evaluations improve functionality, usability, and overall quality, lenges and preferences. This knowledge is invaluable when it and ensure that the SLD or any other product or service actually comes to customising features, increasing usability and improv- serves the target audience for which it is intended. This itera- ing accuracy to ensure SLDs are effective and user-friendly for tive process ensures that the final product truly meets the needs all experience levels within the sign language community [2, 3, and expectations of its users, resulting in a more effective and 20]. user-friendly sign language dictionary. 24 Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia Ž. Juvan and K. Pečnik 4 Conclusions Retrieved May 17, 2024 from https://ijeecs.iaescore.com/index.php/IJEECS/a rticle/view/22518. The evolution of sign language dictionaries from printed images [6] Pavel Campr, Marek Hrúz, Jiří Langer, Jakub Kanis, Miloš Železný, and to advanced interactive systems reflects significant technological Luděk Müller. 2010. Towards Czech on-line sign language dictionary - tech- nological overview and data collection. In Proceedings of the LREC2010 4th and linguistic advancements. While early efforts provided basic Workshop on the Representation and Processing of Sign Languages: Corpora resources, modern approaches strive to capture the complex- and Sign Language Technologies. European Language Resources Association ity and richness of sign languages. As research and technology (ELRA), (May 2010), 41–44. isbn: 2-9517408-6-7. Retrieved May 19, 2024 from https://www.sign- lang.uni- hamburg.de/lrec/pub/10043.html. advance, the goal is to develop inclusive, accurate, and widely [7] William C. Stokoe, Dorothy C. Casterline, and Carl G. Croneberg. 1976. A accepted resources that empower the Deaf community and im- Dictionary of American Sign Language on Linguistic Principles. Linstok Press. isbn: 9780932130013. Retrieved July 31, 2024 from https://books.google.si/b prove communication for all. Sign language dictionaries have ooks?id=WjAFAQAAIAAJ. thus become indispensable, continually updated resources that [8] Joe Martin. 2000. A Linguistic Comparison: Two Notation Systems for Signed support learning, foster inclusivity, and bridge communication Languages – Stokoe Notation and Sutton SignWriting, 1–33. doi: 10.1145/1 188913.1188915. gaps between deaf and hearing individuals. [9] Martin L. A. Sternberg. 1994. American Sign Language Dictionary on Cd-Rom. To bridge this gap, it is essential that future SLD development Harpercollins Interactive. isbn: 978-0-06-279016-3. Retrieved July 31, 2024 incorporates comprehensive user testing into their methodolo- from https://search.library.wisc.edu/catalog/999897039602121. [10] Aleš Jaklič, Dora Vodopivec, and Vito Komac. 1995. Learning Sign Lan- gies. By doing so, developers can ensure that their dictionaries are guage through Multimedia. In Proceedings of the International Conference not only linguistically and technically sound, but also genuinely on Multimedia Computing and Systems. IEEE, (May 1995), 282–285. isbn: 978-0-8186-7105-0. Retrieved July 31, 2024 from http://ieeexplore.ieee.org/d useful and accessible for their intended users. ocument/484935/. In conclusion, for SLDs to be truly effective, evaluations must [11] Luka Cempre, Aleksander Bešir, and Franc Solina. 2013. Dictionary of the extend beyond technical functionality and include thorough user Slovenian Sign Language on the WWW. In Human Factors in Computing and Informatics. Springer Berlin, Heidelberg, (July 2013), 240–259. isbn: 978-testing. This involves categorising features appropriately, assess- 3-642-39061-6. Retrieved May 17, 2024 from http://eprints.f ri.uni- lj.si/2099/. ing content accuracy, and involving all targeted user groups to [12] Lorna Quandt, Athena Willis, Melody Schwenk, Kaitlyn Weeks, and Ruthie ensure the dictionaries meet the actual needs of the Deaf and Ferster. 2022. Attitudes Toward Signing Avatars Vary Depending on Hearing Status, Age of Signed Language Acquisition, and Avatar Type. Frontiers in Hard of hearing communities, as well as all other user groups Psychology, 13, (Feb. 2022), 1–14. Retrieved May 19, 2024 from https://pubm who are using SLDs. ed.ncbi.nlm.nih.gov/35222173/. [13] 2020. Recent Advances in 3D Imaging, Modeling, and Reconstruction. IGI Finally, our research on SLDs and user testing methods has Global, (Jan. 2020), 50–78. isbn: 9781522552956. Retrieved July 31, 2024 from identified some exemplary approaches [20, 21, 22] that integrate https://www.mdpi.com/journal/applsci/special_issues/MCV6B6MQRX. users into the design, development, and evaluation stages. On [14] Ilias Papastratis, Christos Chatzikonstantinou, Dimitrios Konstantinidis, Kosmas Dimitropoulos, and Petros Daras. 2021. Artificial Intelligence Tech- the other hand, however, we could not find a suitable tool for nologies for Sign Language. Sensors, 21, (Jan. 2021), 5843–5868. Retrieved user testing that was adapted to or created in sign language. This July 31, 2024 from https://www.mdpi.com/1424- 8220/21/17/5843. highlights a significant area for improvement, particularly in [15] Vaishnavi Upadrasta, Astrid Oehme, and Sandra Böhm. 2020. User-Centred Design for Accessibility in Media Content – Sign Language and Virtual ensuring that solutions meet user needs without assuming that Signer. In HCI International 2020 – Late Breaking Papers: Universal Access and every solution and current evaluation methods are good enough. Inclusive Design. Springer International Publishing, (Sept. 2020), 126–143. isbn: 978-3-030-60148-5. Retrieved July 30, 2024 from https://link.springer.c Acknowledgements om/chapter/10.1007/978- 3- 030- 60149- 2_11. [16] Gregor Burger, Katja Oven, and Matevž Pogačnik. 2021. Uporabnost pamet- nih telefonov in mobilnih aplikacij kot pripomočkov za osebe z invalidnostjo. This research was in part supported by Slovenian Research and In Proceedings of the 30th International Electrotechnical and Computer Science Innovation Agency (ARIS), P2-0425: Decentralized solutions for Conference ERK 2021. ERK 2021, (Sept. 2021), 105–108. Retrieved Aug. 1, 2024 the digitalisation of industry and smart cities and communities. from https://erk.f e.uni- lj.si/2021/erk21.pdf . [17] Ines Kožuh, Primož Kosec, and Matjaž Debevc. 2016. Evaluating User Expe- The results of the research were partially produced within the rience of the Online Dictionary of the Slovenian Sign Language. In Proceed- framework of the research project titled "Analysis of Concep- ings of the LREC2016 7th Workshop on the Representation and Processing of tual Designs for Information and Technical System Support for Sign Languages: Corpus Mining. European Language Resources Association (ELRA), (May 2016), 129–132. Retrieved July 10, 2024 from http://www.lrec- the Disabled to Increase Social Inclusion" No. V2-2252, as part conf .org/proceedings/lrec2016/index.html. of the Target Research Program "CRP-2022," co-financed by the [18] Jette Hedegaard Kristoffersen and Thomas Troelsgård. 2010. The Danish Sign Language Dictionary. In Proceedings of the XIV Euralex International Slovenian Research and Innovation Agency (ARIS) and the Min- Congres. Fryske Academy, (July 2010), 1549–1554. isbn: 978-90-6273-850-3. istry of Labour, Family, Social Affairs, and Equal Opportunities Retrieved July 6, 2024 from http://euralex.f ryske- akademy.eu/. (MDDSZ). [19] Chiara Vettori and Mauro Felice. 2008. E-LIS: Electronic Bilingual Dictionary Italian Sign Language-Italian. In Proceedings of the 13th EURALEX Interna-References tional Congress. Institut Universitari de Linguistica Aplicada, Universitat Pompeu Fabra, (July 2008), 791–796. isbn: 978-84-96742-67-3. Retrieved [1] Gary Morgan and Bencie Woll. 2002. Directions in Sign Language Acquisition. July 6, 2024 from https://euralex.org/publications/e- lis- electronic- bilingual- John Benjamins Publishing, (June 2002). isbn: 9789027297242. Retrieved dictionary- italian- sign- language- italian/. Aug. 1, 2024 from https://api.semanticscholar.org/CorpusID:57766071. [20] Mireille Vale. 2015. A Study of the Users of an Online Sign Language Dic- [2] Tania Di Mascio and Rosella Gennari. 2008. An Intelligent Visual Dictionary tionary. In Electronic Lexicography in the 21st Century. Trojina, Institute for Italian Sign Language. Journal of Web Engineering, 7, (Jan. 2008), 318–338. for Applied Slovene Studies, (Aug. 2015), 281–303. isbn: 978-961-93594-3-3. Retrieved July 10, 2024 from https://journals.riverpublishers.com/index.php Retrieved July 16, 2024 from https://api.semanticscholar.org/CorpusID:2183 /JWE/article/view/4081. 58484. [3] Rachel Locker McKee and David McKee. 2013. Making an Online Dictionary [21] Siew Ow. 2009. User Evaluation of an Electronic Malaysian Sign Language of New Zealand Sign Language. Lexikos, 23, (Dec. 2013), 500–531. Retrieved Dictionary: e-Sign Dictionary. Computer and Information Science, 2, (Apr. July 6, 2024 from https://lexikos.journals.ac.za/pub/article/view/1227. 2009), 34–52. doi: 10.5539/cis.v2n2p34. [4] Klara Majetić and Petra Bago. 2017. Proposing an Instrument for Evaluation [22] Amelie Unger, Dieter P. Wallach, and Nicole Jochems. 2021. Lost in Transla- of Online Dictionaries of Sign Languages. In INFuture2017: Integrating ICT tion: Challenges and Barriers to Sign Language-Accessible User Research. in Society. Department of Information, Communication Sciences, Faculty of In Proceedings of the 23rd International ACM SIGACCESS Conference on Com- Humanities, and Social Sciences, University of Zagreb, Croatia, (Jan. 2017), puters and Accessibility. Association for Computing Machinery, (Oct. 2021), 189–203. Retrieved July 10, 2024 from https://inf oz.f f zg.hr/inf uture/2017/i 1–5. isbn: 978-1-4503-8306-6. Retrieved July 31, 2024 from https://dl.acm.or mages/papers/INFuture2017.pdf . g/doi/10.1145/3441852.3476473. [5] Ahmed H. Aliwy and Ahmed A. Alethary. 2021. Development of arabic sign language dictionary using 3D avatar technologies. Indonesian Journal of Electrical Engineering and Computer Science, 21, (Jan. 2021), 609–616. 25 (In)Accessibility of Slovenian E-commerce the Year Before the European Accessibility Act Bogdan Cerovac† Institute for Digital Accessibility A11Y.si Ljubljana, Slovenia Bogdan.Cerovac@gmail.com Abstract Unfortunately, automated accessibility testing is quite limited and cannot cover all success criteria and accessibility The European Accessibility Act (EAA, Directive (EU) requirements [10]. Furthermore, it can never definitively 2019/882) aims to harmonize accessibility requirements, with a determine conformance [3]. significant focus on e-commerce services due to their socio- Such tests are unable to address context-based accessibility economic impact. This study manually assessed 26 key EN 301 requirements, which can only be evaluated by a human. As a 549 requirements, aligned with WCAG 2.1 success criteria at result, they often fall short in detecting real accessibility issues levels A and AA, to provide more relevant results for future [4]. accessibility trend comparisons and to advocate for necessary awareness and education initiatives. We examined 20 major and Testing the accessibility of websites and native mobile original, Slovenian e-commerce platforms expected to fall within applications using automated tools can therefore only provide a the EAA's scope. None of the websites were fully accessible; superficial impression of the state of accessibility [5]. each failed at least 13 out of the 26 selected requirements, with an average of 17.1 criteria unmet per website. Our findings The main objective of the European Accessibility Act (EAA) highlight the urgent need for improved accessibility to ensure is to harmonize accessibility requirements for a wide range of digital inclusivity in Slovenia and identify specific accessibility essential services and products, including e-commerce services, and usability issues that must be addressed to achieve compliance starting from 28 June 2025. The EAA does not specify a and bridge existing digital barriers. particular accessibility standard to be used. Instead, it emphasizes that accessibility should be achieved by Keywords systematically removing and preventing barriers, preferably Accessibility, E-commerce, European Accessibility Act, through a universal design or "design for all" approach. [6]. WCAG, EN 301 549, Design for all, EN 17161, Accessibility culture Studies using manual testing for accessibility are sparse due to the significant time investment and specialized knowledge required. Our intention with this study was to manually audit the 1 Introduction accessibility of 20 representative Slovenian e-commerce With the increased digitalization of e-commerce and beyond, it websites, present an overview of our findings, highlight the most is crucial that digital solutions are inclusive and accessible to significant barriers for people with disabilities, and briefly everyone, including individuals with permanent, temporary, or suggest ways to prevent or address these accessibility issues. situational disabilities. International studies show that 95.9% of the top one million home pages had detected WCAG 2 failures Based on our experience from other audits, we expected to [1]. find that all these websites would be inaccessible. Recent studies in Europe reveal that 94% of European websites fail to meet accessibility requirements [2]; however, 2 Methods these large-scale studies primarily rely on automated Since the EAA does not define a specific technical standard, we accessibility testing due to its speed, convenience, and low effort. used selected parts of EN 301 549 accessibility requirements to evaluate functional performance statements. † ORCID: 0009-0007-2254-2459 These requirements are mandated by the Web Accessibility Permission to make digital or hard copies of part or all of this work for personal or Directive (Directive (EU) 2016/2102) [7], which applies to the classroom use is granted without fee provided that copies are not made or distributed public sector in the European Union. for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s). Our study focused on a selection of 26 relevant accessibility Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia requirements from section 9 (check table 1) of the EN 301 549 © 2024 Copyright held by the owner/author(s). https://doi.org/10.70314/is.2024.DIGIN.6 (version 3.2.1) [8] standard during our manual evaluation, supported by different tools (contrast checker, static code 26 Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia B.Cerovac validators (HTML, CSS and ARIA) and developer tools built in Table 1: Accessibility failures detected with manual browsers). accessibility testing of selected EN 301 549 requirements of 20 e-commerce sites The selection of websites was based on three criteria: EN 301 549 Requirement Failed % 1. The company has at least 10 employees. sites of 2. The company has an annual turnover of at least 2 failed million euros. sites 3. The website is original Slovenian e-commerce, rather 9.1.2.2 Captions (pre-recorded) 10/10 * 100% than being a translation of content from international 9.1.1.1 Text alternatives 20/20 100% companies. 9.1.3.1 Info and relationships 20/20 100% 9.1.4.3 Contrast (minimum) 20/20 100% The sampling of webpages was conducted based on the following 9.4.1.3 Status messages 20/20 100% essential end-user digital journeys: 9.2.4.1 Bypass blocks 18/20 90% • Home page and navigation mechanisms. 9.2.4.4 Link purpose (in Context) 18/20 90% • Product search, filtering, comparison. 9.2.4.7 Focus visible 18/20 90% • Add to cart procedure. 9.3.3.2 Labels or instructions 17/20 85% • Registration and login mechanisms. 9.1.4.5 Images of text 16/20 80% • Contact and customer support functions. 9.2.2.2 Pause, stop, hide 16/20 80% 9.2.4.6 Headings and labels 15/20 75% The manual accessibility audits were conducted from April to 9.2.4.3 Focus order 15/20 75% May of 2024, by four auditors: two senior auditors with multiple 9.3.3.3 Error suggestion 15/20 75% years of experience, one auditor with a couple of years of 9.2.1.1 Keyboard 15/20 75% experience, and one junior auditor. The results were coordinated 9.1.4.11 Non-text contrast 15/20 75% and verified to ensure the highest possible quality and reliability. 9.1.3.5 Identify input purpose 14/20 70% 9.1.4.1 Use of colour 12/20 60% To ensure the integrity of our findings and maintain 9.3.3.1 Error identification 11/20 55% confidentiality, we anonymized the e-commerce platforms under 9.3.1.1 Language of page 9/20 45% study. This approach allowed us to objectively highlight the 9.1.4.10 Reflow 8/20 40% barriers identified, aiming to raise awareness and mitigate 9.2.4.2 Page titled 8/20 40% potential biases. 9.1.4.4 Resize text 5/20 25% 9.2.4.5 Multiple ways 4/20 20% 3 Results 9.2.1.2 No keyboard trap 2/20 10% 9.1.3.4 Orientation 1/20 5% All websites failed to conform to the EN 301 549 and WCAG 2.1 standards at both A and AA levels. * 9.1.2.2 Captions (pre-recorded) was only tested on 10 sites as the other 10 did not have any videos. On average, each website had 17.1 accessibility issues out of 26 selected criteria. The two worst-performing websites failed 20 The secondary goal of manual accessibility testing was to out of 26 criteria, while the best-performing website failed 13 out document specific issues that can be used for further research. of 26 criteria. We are only briefly reporting them here: • Use of CAPTCHA was often conducted with The specific accessibility requirements that all websites failed inaccessible solutions that were totally blocking blind include: people relying on screen readers. • 9.1.2.2 Captions (pre-recorded) – 10 sites of 20 used • Modal implementations, especially cookie consent videos and all the videos were without captions of modal windows, were often inaccessible for multiple any kind. groups of users, especially blind screen reader users • 9.1.1.1 Non-text content – mainly missing or wrong and keyboard only (or assistive technologies based on alternative text on images and functional icons. keyboard). This also has further legal implications for • 9.1.3.1 Info and relationships – mainly wrong or data collection consent management. missing semantics of HTML code. • Unstoppable, auto-playable carousels loaded with • 9.1.4.3 Contrast (minimum) – mainly text contrasts information that is unusable for all people. that were below 4.5:1 for normal size texts. • Pages coded as English with Slovene texts and • 9.4.1.3 Status messages – mainly for features like add components that use English alternative texts for to cart, filter/search result changes and some form screen readers on pages with Slovene language. validations. • Inaccessible mobile (“hamburger”) menu buttons, often totally unusable for keyboard-based assistive technologies, screen readers and voice input. 27 (In)Accessibility of Slovenian E-commerce the Year Before the Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia European Accessibility Act • 260 tab presses needed to bypass site navigation and We are aware of multiple limitations of this study, but would like get to the content of the page. especially to point out the following: • Background images coded as decoration including • We scaled down the scope of testing with the full important information. EN 301 549 set of requirements to expedite • When pages are zoomed in or in landscape mode on testing. Testing a full list of requirements would mobile devices, the site framework like navigation, most likely produce even worse results, but our footer, and sticky buttons cover almost 90% of the selection was based on the relevance of screen, thus making content practically invisible. requirements for e-commerce. • Keeping the selected 20 e-commerce websites Results of manual accessibility testing of the selected EN 301 intentionally undisclosed makes comparison of 549 requirements / WCAG success criteria, show that even if all trends of the same websites impossible, but we 20 sites were to pass various types of automatic accessibility still believe that they are a well-chosen and testing (which they did not), they would not conform to relevant representative sample for high-level accessibility requirements and would be inaccessible to certain inaccessibility situation indication and may be groups of users, especially screen reader users, keyboard-only compared with similar websites on a requirement (and similar assistive technologies) users, users with visual basis. impairments and deaf users or users with hearing impairments. • Our scope was limited to a set of the most vital parts of the user journey, and testing beyond that would most probably find more failures, but we 4 Discussion wanted to focus on the most important parts from The study confirmed our expectation that all websites audited an end-user perspective instead of mapping the were inaccessible to groups of users, especially people with situation of the technically wider but less realistic disabilities. The pervasive neglect of web accessibility in scenarios. Slovenian e-commerce not only excludes users with disabilities • We would like to involve people with different but also represents a missed opportunity for businesses to reach disabilities to support the study with parallel a broader audience. usability testing, using their own ways and assistive technology, but that was not possible due A year before the new accessibility legislation is enforced, we to limited resources. would like to see better results – less inaccessibility, highlighting the need for increased awareness and education among stakeholders, project managers, web developers and designers, 5 Conclusion content providers, and everyone else involved in the planning, This study's findings highlight the pervasive inaccessibility of production, maintenance, and implementation of e-commerce. Slovenian e-commerce websites, with none of the 20 audited sites fully conforming to EN 301 549 and WCAG 2.1 standards. Besides people with permanent disabilities, we also need to Each e-commerce website failed an average of 17.1 out of 26 consider situational and temporary disabilities that are often left selected criteria, with issues ranging from missing captions and out of demographics and statistics. It is important to be aware of alternative texts to inadequate contrast and problematic the negative implications of inaccessibility on society as well as navigation mechanisms. These shortcomings exclude users with its negative impact on the business sector. disabilities and represent missed opportunities for businesses to engage a broader audience. Automatic accessibility testing alone can never be enough to test for conformance to accessibility standards, but it is As the European Accessibility Act's implementation approaches, nevertheless a useful complementary tool, helping to make it is imperative to raise awareness and educate stakeholders, manual auditing slightly faster and more efficient. There are including project managers, web developers, designers, and numerous automatic accessibility testing tools that also have content providers. Improving accessibility is not only a legal issues with false positives (reporting accessibility issues falsely) obligation and financial repercussion prevention, but also a [10] and human interpretation will always be vital for quality of moral and business imperative. Automatic testing tools, while the end results. useful, cannot replace the nuanced insights gained from manual audits. We would like to point out that it is obvious that there is Therefore, a combination of both methods, with a focus ample evidence that accessibility needs to be integrated into on manual evaluation, is essential for meaningful progress organizations from top to bottom, and it is also evident that toward digital inclusivity. When baseline conformance is standards such as Design for All (EN 17161:2019) [9] and EN guaranteed and there are no obvious barriers, we highly 301 549 get insufficient attention. We encourage stakeholders recommend the involvement of people with disabilities, to and all interested persons to study, implement, and share further improve the usability aspects beyond technical guidelines knowledge to raise awareness, improve accessibility at scale, and and standards. with that enable more people to use their services for common benefits. 28 Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia B.Cerovac Addressing accessibility issues benefits everyone, including https://www.w3.org/WAI/standards-guidelines/act/rules/about/#act-rules- those with temporary or situational disabilities, and enhances the are-partial-checks [4] Adrian Roselli. Comparing Manual and Free Automated WCAG Reviews. overall user experience. The study underscores the need for 2024. Retrieved from https://adrianroselli.com/2023/01/comparing-manual- ongoing efforts to bridge digital barriers and ensure that e- and-free-automated-wcag-reviews.html#Highlights [5] Kollotzek, G., Zimmermann, G., Ableitner, T., & Nebe, A. M.. 2021. commerce platforms are accessible to all users, thereby fostering Comparison of Manual Evaluation Methods for Assessing the Accessibility an inclusive digital environment in Slovenia. of Websites based on EN 301 549. In CHIRA (pp. 24-35). https://doi.org/10.5220/0010647000003060 [6] Official Journal of the European Union. 2019. Directive (EU) 2019/882 of the European Parliament and of the Council of 17 April 2019 on the accessibility requirements for products and services (Text with EEA relevance). Retrieved from https://eur-lex.europa.eu/legal- Acknowledgments content/EN/TXT/?uri=CELEX%3A32019L0882 [7] Official Journal of the European Union. 2016. Directive (EU) 2016/2102 of I would like to express my gratitude to the following individuals, the European Parliament and of the Council of 26 October 2016 on the members of the Institute for Digital Accessibility A11Y.si, accessibility of the websites and mobile applications of public sector bodies Slovenia, who made this research possible by auditing and (Text with EEA relevance). Retrieved from https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=celex:32016L2102 reviewing the audit results (listed alphabetically): [8] European Telecommunications Standards Institute. 2021. EN 301 549 V3.2.1: Accessibility Requirements for ICT Products and Services. CEN/CENELEC/ETSI Joint Technical Body. 2024. Retrieved from • Andreja Bevc MSc, https://www.etsi.org/deliver/etsi_en/301500_301599/301549/03.02.01_60/ • Grega Fajdiga en_301549v030201p.pdf [9] European Committee for Standardization. EN 17161:2019 Design for All - • Tilen Škraba Accessibility following a Design for All approach in products, goods and services - Extending the range of users. 2019. Retrieved from References https://standards.cencenelec.eu/dyn/www/f?p=CEN:110:0::::FSP_PROJEC T,FSP_ORG_ID:62323,2301962&cs=1AECBCDFF18BED2C84BA2E5F [1] WebAIM (Web Accessibility In Mind). The WebAIM Million. 2023. A7AF6E955 Retrieved from https://webaim.org/projects/million/#wcag [10] Markel Vigo, Justin Brown, and Vivienne Conway. 2013. Benchmarking [2] Craftzing.com and Wieni.com. Digital Trust Index. digitaltrustindex.eu. web accessibility evaluation tools: measuring the harm of sole reliance on 2024. Retrieved from https://www.digitaltrustindex.eu/#summary automated tests. In Proceedings of the 10th International Cross-Disciplinary [3] The ACT Task Force of the W3C Accessibility Guidelines Working Group Conference on Web Accessibility (W4A '13). Association for Computing (AG WG). W3C Web Accessibility Initiative (WAI). 2024. Retrieved from Machinery, New York, NY, USA, Article 1, 1–10. https://doi.org/10.1145/2461121.2461124 29 Digital Inclusion of Children with Special Needs in Extracurricular Sports Activities Nuša Maver† Matjaž Debevc Katja Košir Pedagoška fakulteta AccessibleEU Filozofska fakulteta Univerza v Mariboru Maribor, Slovenia University of Maribor Maribor, Slovenia matjaz.debevc@guest.um.si Maribor, Slovenia nusa.maver@gmail.com katja.kosir@um.si to all, as they offer numerous benefits to everyone [2]. Including children with special needs in sports activities requires properly Abstract trained staff, suitable equipment and tools, and environmental This article explores the inclusion of children with special needs and content adjustments. For successful inclusive sports training, in extracurricular sports activities, focusing on necessary it is crucial that coaches and other professionals in sports adaptations for their full participation. It analyzes the current understand the specific needs of different groups of children with state of sports offerings in the Maribor region and identifies special needs, implement necessary adjustments during the challenges faced by sports clubs. Key recommendations include training process, and remain open to exploring new possibilities specific coach training, systematic program adjustments, and the and solutions [5]. use of digital tools to enhance engagement and track progress. A In recent years, digital tools have become essential in handbook for coaches is presented, offering strategies and adapting sports activities for children with special needs. Modern adaptations for various groups of children with special needs. technologies, such as exercise tracking apps, virtual reality, and The aim is to ensure accessible sports activities for all children, interactive training programs, enable adaptations that facilitate promoting their social, emotional, and physical development. inclusion in sports activities [7]. These tools not only ease the implementation of training but also increase children's Keywords motivation, allow monitoring of progress, and adapt activities to Children with special needs, inclusion, sport clubs, inclusive their needs and capabilities. sport activities, assistive technologies Through a review and analysis of the current situation, conducted via survey research, we investigated the possibilities for including children with special needs in organized sports 1 Introduction activities in the Maribor area and the surrounding regions, and the knowledge of this field among the leaders of sports clubs and The inclusion process is based on the mindset that children have associations. Special emphasis was also placed on the use of diverse abilities, expectations, and needs, but can learn and digital tools, which can significantly contribute to improving the develop together in a suitably designed environment. In a quality of sports programs for children with special needs. positive school climate, where diversity is valued, every child Based on the analyzed research results, which will be can realize their potential [3]. The Slovenian »Placement of described in the following sections, and the review of Children with Special Needs Act« facilitates the inclusion of documented good practices from abroad, we have developed a children with special needs into regular educational programs handbook [4] providing guidelines for successfully with adapted implementation and additional professional implementing an inclusive training process. This handbook aims assistance [6]. For effective work and active involvement of all to enable coaches to effectively work with children with special participants, teachers must understand the characteristics of the needs within regular sports programs. children and the necessary adjustments concerning content, tools, environment, and other factors. Inclusion extends beyond education to other areas of life, 2 Empirical research such as work, cultural life, leisure, recreation, and sports, although it is rarely organized in these fields. This article focuses 2.1 Problem definition and purpose on sports, which play a significant role in the lives of individuals The issue of including children with special needs in organized by maintaining physical and mental health, boosting self-esteem, extracurricular sports activities is critical, as we observe in fostering friendships, and integrating into the broader social practice that this group of children has limited opportunities to environment [1]. Organized sports activities should be accessible participate in mainstream programs of sports clubs and Permission to make digital or hard copies of part or all of this work for personal or associations. classroom use is granted without fee provided that copies are not made or distributed The purpose of the research was to analyze the existing for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must situation and identify barriers preventing the inclusion of these be honored. For all other uses, contact the owner/author(s). children in sports activities. By doing so, we aimed to contribute Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia to a better understanding of the issue and develop guidelines for © 2024 Copyright held by the owner/author(s). https://doi.org/10.70314/is.2024.DIGIN.7 working with each group of children with special needs in sports. 30 2.2 Objective of the empirical research hindrance to the progress of other participants, and fear of responsibility. The primary objectives of the empirical research were: • The analysis of the inclusion of children with special needs in To determine the opportunities available for children with sports clubs and associations showed a highly varied situation. special needs to participate in extracurricular sports Key findings from the analysis can be linked to foreign practices, activities in the Maribor area and its surroundings. • identifying the main reasons for the non-inclusion of children To identify the barriers and reasons why sports clubs/associations reject children with special needs. with special needs in additional sports activities as follows: • To propose solutions and formulate guidelines to improve the inclusion of children with special needs in sports Social environment: activities. 1. Negative societal attitudes towards individuals with special • To examine the role of digital tools in adapting sports needs. activities for children with special needs. 2. Low level of trainer qualifications: sports clubs and associations reported that their trainers have limited 2.3 Methodology knowledge and experience working with children with The research was conducted in three parts. Initially, we special needs. Most surveyed trainers expressed a need for performed a local environmental scan by contacting 13 disability additional education and training. organizations via telephone to gather data on the availability of 3. Inappropriate attitudes and communication towards sports programs for children with special needs and the children with special needs. possibilities for their inclusion. In the second part of the research, 4. High costs: the groups with children with special needs are we employed a survey method to collect data on the existing significantly smaller in number compared to others, as a practices and challenges faced by sports clubs/associations in higher degree of individualization is necessary for the safe including children with special needs in their regular sports conduct of training. It is also necessary to provide more programs. coaches. The survey questionnaire, answered by the leaders of the Physical environment: sports clubs/associations, consisted of ten closed-ended and two 1. open-ended questions. A total of 48 local sports clubs and Access issues and inadequate equipment (facilities, devices, tools). associations, covering 18 different sports disciplines, 2. participated in the research. Lack of programs that enable children with special needs to engage in organized sports. Regarding the use of digital tools in sports activities, we 3. conducted interviews and a brief review of studies published in Unadapted existing programs: although some clubs implement adjustments to their sports programs, these are journals. The handbook written following the research is based often not systematic or specific enough for individual on the conceptual framework of foreign sports organizations that groups of children with special needs. The most common exemplarily implement inclusion in sports practice. To deepen adjustments include changes in the intensity of training and our understanding of the inclusive paradigm, we attended online individually tailored tasks. courses organized by their umbrella organizations, studied the methods and principles essential for achieving inclusion in sports, Personal reasons: and supplemented these insights with our own experiences. 1. Lack of confidence among trainers in their abilities. 2. Lack of confidence among parents in the abilities of trainers. 3 Analysis of the sports offer by disability 3. Time constraints for parents. 4. organizations Financial constraints for parents. 5. Lack of parental knowledge about the importance of sports The analysis of the sports offerings by disability organizations in activities for their child’s quality of life, available sports in Slovenia (town Maribor area and its surroundings) revealed programs, and possible adaptive equipment and tools that that while the range of sports activities is extensive, no would enable their child to safely engage in chosen sports association allows participation by children, only by their adult activities. users. From the analysis of the second part of the research, in which Use of digital tools: the leaders of sports clubs/associations reported on their 1. Digital tools, such as exercise tracking apps, virtual reality, experiences and challenges in including children with special and interactive training programs, are rarely used. However, needs in their regular programs, we found that most leaders first the clubs that have introduced them reported positive effects, inquire about the child’s disability, impediment, or deficiency including increased motivation among children, better and implement certain adjustments in their work. Data on the progress tracking, and more tailored training programs. number of children with special needs included in regular sports programs was not provided by most sports clubs/associations. Based on these findings, we have written a handbook that Those that did provide information reported having only one to formulates guidelines for improving the inclusion of children six children with special needs in their sports clubs/associations. with special needs in sports activities. The main reasons cited for non-inclusion were the lack of trained personnel capable of making appropriate adjustments, 31 4 Handbook for inclusive coaches encourage positive interactions and praise achievements, thereby increasing the child’s motivation and self-esteem. The handbook, developed based on the findings of our research, Relevant digital tools include applications for visualizing aims to empower coaches to successfully implement inclusive exercises (as videos or pictures), which help children understand sports activities [4]. It includes guidelines and recommendations and follow instructions. Additionally, coaches can use apps to for working with children with special needs, with an emphasis create structured training schedules, allowing children to better on adaptations that enable these children to fully participate in plan and execute activities. organized sports activities. The first part of the handbook defines and describes the 5.2 Blind and Visually Impaired Children inclusive paradigm, addressing the knowledge gaps among sports professionals on how to approach, communicate, and For blind and visually impaired children, it is crucial to adapt the establish successful relationships with children with special training environment to be safe and accessible. The use of needs. auditory signals, tactile markers, and verbal descriptions of A successful inclusive coach must possess specific exercises can significantly enhance understanding and safety. knowledge and skills for working with children with special Coaches must pay attention to the orientation and mobility of needs and create an encouraging environment where all these children, ensuring they feel safe and accepted. participants can actively engage and realize their potential. Digital tools include auditory applications that guide children The inclusive approach of a coach is based on empathy, through exercises and devices for auditory orientation. These understanding, and respect. This requires careful planning of tools can help children navigate the space and participate in sports activities and adapting methods, the environment, training without additional barriers. Additionally, the use of equipment, tools, and content. Using respectful and positive braille displays for presenting information about exercises is language is crucial for successful communication. Coaches must beneficial. develop skills to adapt the training process, be innovative in creating a motivational environment, and be adept and 5.3 Deaf and Hard-of-Hearing Children understanding in resolving conflicts. Adaptations for deaf and hard-of-hearing children include using The handbook describes the so-called inclusive spectrum, visual signals, gestures, and clear facial expressions. Coaches which includes various methods and approaches to integrate must ensure that all visual representations of tasks are clear and children with special needs into sports activities. Based on visible. Communication should be adapted so that children can foreign practices, we derived inclusion models (TREE, STEP, follow instructions and participate in the training process without and CHANGE IT), which are practical tools designed to support difficulty. coaches in adapting and modifying sports activities. Digital tools include speech-to-text applications and video Additionally, the handbook outlines an important friendship instructions with subtitles. Coaches can also use video calls with system that promotes peer cooperation and creates a supportive sign language interpreters to facilitate communication. network for children with special needs. The second part of the handbook provides detailed guidelines for adapting sports training for each group of children with 5.4 Children with Speech and Language special needs. Disorders By following these recommendations and guidelines, coaches When working with children with speech and language can contribute to a more inclusive environment where every child disorders, it is important to use short and simple instructions and feels accepted and valued. visual aids. Coaches should encourage communication in various ways, including gestures, picture cards, and other visual tools to facilitate understanding and participation. 5 Proposed adaptations for implementing Digital tools include visual communication apps and inclusive sports training interactive storytelling apps that assist in learning and When implementing inclusive sports training, it is crucial to communication. Applications for creating picture understand the specific needs of each child, the limitations they communication boards are also useful, enabling children to face, and the specific adaptations required to enable safe express their needs and desires more easily. participation in sports activities, along with the appropriate digital tools. Each child has unique characteristics that affect 5.5 Children with Motor Disabilities their abilities and needs during training. Adaptations for children with physical disabilities involve The following summarize key adaptations for each group to adjusting exercises according to their physical abilities and using ensure full participation and optimal development of every child. specific equipment, such as wheelchairs or orthopedic aids. Coaches need to be creative in designing exercises that allow participation from all children, regardless of their physical 5.1 Children with Intellectual Disabilities limitations. Adaptations for children with intellectual disabilities include Digital tools include motion control applications that aid in using simple and clear instructions. Significant time should be rehabilitation and virtual reality for simulating various sports dedicated to reinforcement, and it is essential to strive for a activities. Movement tracking devices can also be used to predictable and structured training environment. Coaches should monitor progress and adjust exercises based on capabilities. 32 5.6 Children with Long-term Illness Adaptations for individual groups of children with special needs are essential for the effective implementation of inclusive For chronically ill children, it is crucial to consider their health sports training. With the right approach and the use of digital limitations and adjust the intensity of the training. Coaches must tools, coaches can create an inclusive environment where each be aware of the children’s health conditions and any child feels accepted and valued, contributing to their optimal contraindications for specific physical activities. Training should development and full participation in sports activities. be tailored to enhance the health and well-being of the children. The use of digital tools is fundamental in facilitating these Digital tools include health and fitness tracking apps that adaptations and enabling the full participation of children with allow for adjusting training programs based on health conditions. special needs in sports. Applications for visualizing exercises, Apps for recording symptoms and medications are also useful, auditory and visual signals, interactive stories, motion control, enabling children to monitor their health status and adjust their and health monitoring are just some of the tools that can activities as needed. significantly improve the quality of training and increase children's motivation. 5.7 Children with Learning Disabilities It is also important to emphasize the need for continuous Adaptations for children with learning disabilities involve using education and training for coaches working with children with multisensory approaches and offering various learning methods. special needs. Only with appropriate knowledge and skills can Coaches should use a combination of visual, auditory, and they create an inclusive and supportive environment. kinesthetic methods, providing additional support and time for Future efforts should focus on continuing research and understanding instructions. developing new approaches and technologies to support Digital tools include interactive learning and brain training inclusion in sports. This will ensure that sports are accessible to apps that help improve cognitive functions and motor skills. all children, regardless of their abilities or special needs, Applications for creating visual schedules and monitoring providing them with equal opportunities for holistic development. progress during training are also beneficial. 5.8 Children with Autism Spectrum Disorders Acknowledgments Adaptations for children with autism spectrum disorders include The research was co-funded by the European Commission, in the creating a structured and predictable environment and using framework of the project European Accessibility Resource visual schedules and clear rules. It is important to reduce (or Centre - AccessibleEU (VT/2022/027). increase) sensory stimuli and adapt the training to allow focus and sustained attention. Digital tools include apps for creating visual schedules and References social stories that help understand and adapt to changes. Sensory [1] Herman Berčič. 2001. Športna rekreacija v funkciji kakovosti življenja integration apps are also useful, helping children manage sensory prebivalcev Slovenije. V H. Berčič (ur.), Zbornik 2. Slovenskega kongresa športne stimuli during training. rekreacije (9–20). Športna unija Slovenije. [2] Anita Goltnik Urnaut. 2007. Šolske športne dejavnosti in samopodoba 5.9 Children with Emotional and Behavioral mladostnikov z ovirami v gibanju. [Doktorska disertacija, Univerza v Ljubljani, Disorders Pedagoška fakulteta]. For children with emotional and behavioral disorders, it is [3] Kefallinou Anthoula, Simoni Symeonidou and Cor JW Meijer. 2020. important to create a supportive and stable training environment. Understanding the value of inclusive education and its implementation: A review of the literature. PROSPECTS, 49(3–4), 135–152. Coaches should use positive reinforcements, set clear boundaries and rules, and be consistent in their training approach. [4] Nuša Maver. 2024. Vključevanje otrok s posebnimi potrebami v izvenšolske Adaptations should enable children to manage their emotional športne dejavnosti. [Magistrsko delo, Univerza v Mariboru, Pedagoška fakulteta]. and behavioral challenges and participate in sports activities. [5] Rajko Vute. 1999. Izziv drugačnosti v športu. Narodna in univerzitetna knjižnica Digital tools include apps for meditation and emotional v Ljubljani. regulation that help children manage stress and anxiety. Apps for [6] Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1). 2011. Uradni list recording and monitoring emotional states are also useful, RS, št. 58/11, 40/12 – ZUJF, 90/12 in 41/17 –ZOPOPP. Accessed on: enabling children and coaches to recognize behavior patterns and http://pisrs.si/Pis.web/pregledPredpisa?id=ZAKO5896# adjust training accordingly. [7] Isabel Cristinna do Nascimento da Silva and Ana Cristina de Jesus Alves. 2020. Identification of assistive technologies in paralympic sports: contributions and barriers. Cadernos Brasileiros de Terapia Ocupacional, 28, 917-930. 6 Conclusions The inclusion of children with special needs in organized sports activities is crucial for their social, emotional, and physical well- being. This article presents various adaptations necessary for the successful integration of this group of children into sports activities. We found that adaptations depend on the specific needs of each group of children, making it essential for coaches to understand and recognize these characteristics and needs, maintain a positive attitude, be open to adjusting the training process, and seek innovative solutions. 33 A micro-Learning Units Package for Improving Inclusive Digital Education in HEI Sérgio D. Correia Ana Cunha Maja Pušnik Lusófona University Lusófona University Boštjan Šumak Lisbon, Portugal Lisbon, Portugal maja.pusnik@um.si Portalegre Polytechnic University ana.cunha@ulusof ona.pt bostjan.sumak@um.si Portalegre, Portugal University of Maribor sergio.correia@ulusofona.pt Maribor, Slovenia scorreia@ipportalegre.pt Abstract factors include leadership techniques, teamwork and network- ing, infrastructure needs, professional development, pedagogical In Higher Education Institutions (HEIs), digital inclusion plays a support systems, classroom implementation, assessment proce- crucial role in providing equitable and just access to educational dures, and digital competency. By addressing these areas, the materials for every student, irrespective of their varied origins, learning units can be tailored to provide practical and actionable capacities, or impairments. To leverage HEIs and their ability to insights that support educators and administrators in fostering implement an inclusive educational system, this work considers an inclusive digital environment [4, 5]. identifying the factors that impact e-inclusion in HEIs to cre- This paper presents the development of a micro-Learning Units ate a new content package of micro-learning units. These will Package designed to enhance inclusive digital education in HEIs. cover categories such as leadership techniques, teamwork and By incorporating the identified factors that impact e-inclusion, networking, infrastructure needs, professional development, ped- this package aims to provide a structured and flexible pedagogi- agogical support systems, classroom implementation, assessment cal content delivery system. The micro-learning units will cover procedures, and digital competency. The structured pedagogical various essential categories and will be supplied to users through content is supplied to the user through a recommendation model a recommendation model that includes an online self-evaluation that constitutes an online self-evaluation tool. tool. This approach ensures that the learning experience is person- Keywords alized, responsive to individual needs, and conducive to fostering a more inclusive digital education environment. Inclusion, Learning Unit, Higher Education Institutions, Educa- The remaining paper is organized as follows. Section 2 ad-tion, Educational Content dresses the key factors previously identified as enablers for dig- ital inclusive education, and Section 3 describes the Learning 1 Introduction package, its structure and content. Finally, Section 4 concludes Digital technologies have revolutionized the landscape of Higher the paper. Education Institutions (HEIs), enhancing accessibility and facili- tating innovative teaching and learning methods. However, this 2 Factors for Inclusive Digital Education as digital transformation also underscores the imperative for digital inclusion, ensuring that all students have equitable access to ed- Building Blocks ucational resources regardless of their diverse backgrounds and Identifying the factors that affect digital accessibility is here con- abilities. Digital inclusion in HEIs is not merely about provid- sidered a previous starting point for constructing educational ing access to digital tools but involves a comprehensive strategy content. Policymakers, educators, and institutions can create that encompasses leadership, infrastructure, professional devel- plans and initiatives to support e-inclusion in HEI by recogniz- opment, and pedagogical innovations [6, 2]. ing these elements and how they interact. In this case, a set of Micro-learning units are small, self-contained learning mod- micro-learning units was produced, making educational content ules designed to deliver targeted educational content in a flexible available that relays and is organized based on the structure of and accessible manner. These units can be particularly effective the identified factors [4, 5]. in promoting digital inclusion by allowing students, teachers, and The overall methodology consisted of four different stages. HEI staff to engage with material at their own pace and according Firstly, a theoretical framework of inclusive digital education was to their individual learning needs. Recent studies have shown developed, considering technology, pedagogy, content, manage- that micro-learning can enhance engagement and retention by ment aspects, and different e-learning settings and modes. From breaking down complex subjects into manageable segments [1, this analysis, factors and indicators were obtained. Secondly, on- 3]. To create a comprehensive package of micro-learning units line workshops for refinement and validation of the variables and aimed at improving inclusive digital education, it is essential to indicators were conducted in five countries (Italy, Portugal, Slove- identify the key factors that impact e-inclusion in HEIs. These nia, Spain, and Turkey). In the workshops, the audience discussed and evaluated the framework, the factors, and the indicators). Permission to make digital or hard copies of all or part of this work for personal With the framework, the micro-learning package was created, or classroom use is granted without fee provided that copies are not made or consisting of a wide range of units as e-learning materials that distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this cover all the factors and indicators previously identified. Thirdly, work must be honored. For all other uses, contact the owner /author(s). a second set of workshops was conducted to refine and validate Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia the e-learning materials produced. Finally, a piloting stage was © 2024 Copyright held by the owner/author(s). implemented in five European Universities, where management 34 Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia Correia et al. Figure 1: Micro-Learning Units Mapping with Categories, Factors, Indicators, and Estimated Duration and teachers were invited to test the entire pipeline and evaluate For the first category, Leadership/School’s perspective, three its performance. factors are considered: (1.1) Inclusive Digital Strategy and Policy The model of factors enabling inclusive digital education was for Empowering Inclusive Digital Education: This factor reflects categorized into 8 categories: (1) Leadership/ School’s perspec- the importance of an inclusive digital strategy, collaboration with tive; (2) Collaboration and Networking; (3) Infrastructure and leaders and teachers, and the establishment of enabling policies Equipment/ Tools and Technology; (4) Continuous Professional to reduce barriers to learning and participation; (1.2) Inclusive Development; (5) Pedagogy: Supports and Resources; (6) Peda- Digital Pedagogy & Supportive Culture: This factor encompasses gogy: Implementation in the classroom; (7) Assessment Practices/ supporting contemporary pedagogical approaches with inclusive Inclusion Assessment; and (8) Student Digital Competence/ Stu- digital technologies, minimizing digital discrimination, and fos- dent’s Perspective, where each category embraces 1 to 4 factors. tering collaboration and communication between HEI staff and Besides each category, the theoretical model that identifies the the organization; (1.3) Professional Development for Inclusive factors is operationalized by considering a set of indicators. By Digital Education where scheduled time for staff to explore in- tracking these indicators, stakeholders can gain insights into clusive digital technologies and supporting their acquisition of the effectiveness of digital inclusive education initiatives and digital literacy knowledge and skills are considered. identify areas needing improvement. In the context of digital When considering the second category, Collaboration and inclusive education, an indicator is a specific measure or met- Networking, a set of three factor are considered: (2.1) Collabo- ric that provides information about the extent to which digital rative Evaluation and Planning for Inclusive Digital Teaching: education resources and opportunities are accessible, equitable, highlighting the importance of reviewing progress in teaching and effective for all learners. These indicators help assess and and learning with inclusive digital technologies, discussing the monitor various factors such as access to technology, digital lit- advantages and disadvantages of inclusive teaching, and engag- eracy, inclusivity, engagement, policy support, and educational ing in collaborative planning for inclusive courses and teaching outcomes, allowing educators, policymakers, and stakeholders methods; (2.2) Shared Vision and Collaborative Culture for Inclu- to identify strengths, gaps, and areas needing improvement in sive Digital Education: This factor emphasizes the importance implementing digital inclusive education. of promoting a common vision of digital educational inclusion 35 A micro-Learning Units Package for Improving Inclusive Digital Education in HEI Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia Figure 2: Recommendation Tool Model among the main actors in the institution (management, pedagog- The sixth category, Pedagogy: Implementation in the class- ical staff, students, and parents), as well as fostering inclusive room, involves three factors: (6.1) Personalized and Engaging Dig- digital collaboration and communication between staff and stu- ital Learning: This factor emphasizes the importance of HEI staff dents; and (2.3) Collaborative Engagement for Inclusive Digital using digital technologies to personalize and tailor their teaching Partnerships: This factor highlights the importance of enabling to student’s individual needs, incorporating digital learning ac- inclusive collaboration with local communities, caregivers, and tivities that foster creativity, and setting inclusive digital learning parents through digital technologies, as well as actively collab- activities that actively engage and motivate all students; (6.2) orating with other HEIs or organizations to support the use of Inclusive Classroom Collaboration and Respectful Environment: inclusive digital technology. This factor focuses on promoting inclusive collaboration and Regarding Infrastructure and Equipment/ Tools and Technol- creating a respectful classroom environment using digital tech- ogy, the third category, four factors are considered: (3.1) Accessi- nologies; and (6.3) Enhanced Pedagogical Digital Inclusiveness: ble Infrastructure for Inclusive Learning: This factor highlights This factor emphasizes the focus on enhancing digital inclusive- the importance of both digital and physical infrastructure in cre- ness among pedagogical staff. ating an inclusive learning environment; (3.2) Accessible Devices The seventh category, Assessment Practices/ Inclusion Assess- for Inclusive Teaching and Learning: This factor emphasizes the ment, embraces three factors: (7.1) Inclusive Digital Assessment importance of providing accessible digital devices and assistive Practices: This factor emphasizes the importance of HEI staff products for inclusive teaching in HEI; (3.3) Digital Accessibility using inclusive and accessible digital technologies for assessing Support for Inclusive Learning: This factor emphasizes the impor- students’ skills; (7.2) Digital Feedback and Self-Reflection: This tance of HEI providing support for digital accessibility in order factor emphasizes the importance of HEI staff using inclusive to facilitate inclusive learning; and (3.4) Inclusion and Equity digital technologies to provide timely feedback to students, en- in Digital Learning: This factor emphasizes the importance of able students to self-reflect on their own learning and facilitate HEI’s efforts to identify and address the digital divide and chal- peer feedback on other student’s work, and (7.3) Data-Driven lenges related to students’ learning needs and socio-economic Improvement for Inclusive Digital Learning: This factor high- backgrounds in the context of digital learning. lights the focus on leveraging digital data analysis and evaluation Only one factor is identified for the fourth category, Contin- metrics to identify students’ needs and improve their inclusive uous Professional Development: (4.1) Continuous Professional digital learning experience. Development for Inclusive Digital Teaching. This factor empha- Finally, the last category, Student Digital Competence/ Stu- sizes the importance of HEI leaders discussing and addressing dent’s Perspective, is considered with one factor: (8.1) Inclusive continuing professional development needs for inclusive teach- Digital Communication and Skills Development: This factor em- ing with digital technologies. It also highlights the importance of phasizes the importance of HEI ensuring that students learn to providing staff with opportunities to participate in CPD and fos- communicate in an inclusive way using digital technologies and tering the sharing of experiences within the school community. that they develop their digital skills and knowledge on inclusive- Concerning the fifth category, Pedagogy: Supports and Re- ness across subjects. The factor reflects the focus on promoting sources, two factors are considered: (5.1) Inclusive Digital Teach- inclusive communication practices and fostering the develop- ing Practices: This factor emphasizes the importance of HEI teach- ment of digital skills in relation to inclusivity. ers using virtual learning environments and digital technologies in an inclusive way, as well as being trained and instructed on how to address student diversity; and (5.2) Inclusive Digital Resources: 3 The Micro-Learning Units Package This factor emphasizes the importance of HEI staff searching for inclusive digital educational resources, creating digital resources Based on the factors previously identified and described in Sec- to support inclusive teaching, using inclusive open educational tion 2, a newly package of micro-learning units was created. A resources, and developing and updating resources that support micro-learning unit is a small, focused segment of educational inclusive learning and participation. content designed to teach a specific skill or concept in a brief pe- riod. These units are typically short, ranging from a few minutes to about 15 minutes, and are meant to be easily digestible and accessible. To organize the micro-learning units and to guarantee 36 Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia Correia et al. Figure 3: Example of a Micro-Learning Unit Content their integrity, the units are correlated to the indicators associ- nature of micro-learning units can improve retention by mini- ated with each factor, also allowing directing the reader with the mizing cognitive overload and reinforcing key points through help of a self-evaluation tool as described in Fig. 2. The figure repetition and varied presentation. Although the micro-Learning presents a comprehensive framework for the micro-Learning units are integrated into a larger educational framework, they Units Package aimed at improving inclusive digital education in are also effective as standalone lessons. Higher Education Institutions (HEIs). It is organized into several categories, each addressing specific factors contributing to digital 4 Conclusion inclusion. Each category is further divided into factors, indicators, Using a self-evaluation tool, a set of micro-learning units previ- and corresponding micro-learning units with specified durations. ously mapped using factors and indicators of inclusive digital The user is first invited to answer a questionnaire that relies education is made available to a user through a recommendation on the indicators. From this point, a scoring system evaluates the model. user’s perception of each factor, and globally, in its aptitude in The global set of micro-training units covers a broad set of relation to digital and inclusive education. Then, a decision-based skills, considered based on the factors that involve inclusive model advises the user on which micro-learning units it should digital education. With this procedure, the personnel involved be involved in. The estimated time frame for each unit varies in higher education institutions, teachers or staff, acquire the from 15 to 30 minutes, depending on how many indicators it necessary skills to provide truly inclusive digital education in covers, since some indicators are cross-correlated and are thus their institution. blended into one micro unit. A total of 32 micro-learning units constitute the overall package, totaling seven hours, although the Acknowledgments purpose of the tool is for the user to only study the units related This research was conducted within the activities of the Self- to the topics they least mastered. Besides, the tool can be used Evaluation Tools for e-Inclusion in HEI (SET4Inclusion) project cyclically, meaning it can be used several times until the overall (2022-1-SI01-KA220-HED000088368), co-funded by the Erasmus+ score obtained from the self-evaluation reaches a satisfactory Programme of the European Union. value, allowing the user to manage the learning path. Both the self-evaluation tool and the micro-Learning unit contents are References allocated online at www.set4inclusion.eu. Figure 3 exemplifies [1] Mary Jo Dolasinski and Joel Reynolds. 2020. Microlearning: a new learning how the unit "Is my digital infrastructure accessible and inclusive?", model. Journal of Hospitality & Tourism Research, 44, 3, 551–561. [2] Paulo Ricardo dos Santos, Débora NF Barbosa, Eduardo G Azevedo Neto, Jorge related to indicators "IET 3.1: Digital infrastructure", and "IET 3.2: LV Barbosa, Sérgio D Correia, and Valderi RQ Leithardt. 2021. Learning and Internet access", associated to the factor "Accessible Infrastructure well-being in educational practices with children and adolescents undergoing for Inclusive Learning", under the category "Infrastructure and cancer treatment. Education Sciences, 11, 8, 442. Equipment/Tools and Technology" [3] Karen Mossberger, Caroline J Tolbert, and Ramona S McNeal. 2007. Digital is presented to the user. citizenship: The Internet, society, and participation. MIt Press. When considering the presented micro-Learning package, [4] Maja Pušnik, Katja Kous, Tatjana Welzer Družovec, and Boštjan Šumak. wider content is broken down into small, manageable pieces, 2024. Identification and analysis of factors impacting e-inclusion in higher education. In Information Modelling and Knowledge Bases XXXV. IOS Press, making it easier for learners to consume and understand, where 308–317. each unit targets a single, specific learning objective, ensuring [5] Boštjan Šumak, Sergio Duarte Correia, Ana Cunha, Tuncer Can, Irfan Simsek, Katja Kous, and Maja Pušnik. 2024. Identification of factors that impact e- that learners can quickly grasp the intended concept or skill. inclusion in hei. In 2024 47th MIPRO ICT and Electronics Convention (MIPRO), Designed to be accessed on-demand through the self-evaluation 478–483. doi: 10.1109/MIPRO60963.2024.10569746. tool, it allows learners to engage with the material at their own [6] UNESCO. 2020. Global Education Monitoring Report 2020: Inclusion and edu- cation: All means all. UNESCO, Paris. https://unesdoc.unesco.org/ark:/48223 pace and on their own schedule. Also, the concise and focused /pf 0000373718. 37 Segmentation of students with special needs at UL ∗ Andrej Košir Janja Košir ∗ Janez Zaletelj Pedagoška Fakulteta, Univerza v Ljubljani andrej.kosir@f e.uni- lj.si Ljubljana, Slovenia janez.zaletelj@f e.uni- lj.si janja.kosir@pef.uni- lj.si Fakulteta za elektrotehniko, Univerza v Ljubljani Ljubljana, Slovenia ABSTRACT segmentation of students with disabilities at the University of Ljubljana (UL). The initial goal of segmentation is to plan and This paper deals with the identification and interpretation of seg- implement effective and needs-based support for students with ments of students with disabilities at the University of Ljubljana. disabilities at UL. The data on which this segmentation is based are the students’ We have concluded that this study does not require ethical re- responses to a dedicated questionnaire created through an op- view. The study is fully consistent with the purpose of collecting erationalization process according to the selected aspects and data from students with disabilities and its results will be used objectives of the segmentation. for the direct benefit of the population. The segmentation aimed to identify homogeneous groups of students with disabilities in order to 1. improve the understanding 1.1 Aims of the student segmentation of students’ needs, 2. prepare reliable data for the selection of technological support for students and 3. create the basis for The main aim of the segmentation is to learn about the main a subsequent project on ICT-based support for special needs groups of students with disabilities in relation to the opportuni- students. ties for technological support for their studies provided by the Through the operationalization process, we identified five university. The sub-objectives are: areas (aspects), namely 1. Technology and overcoming study (1) Identify the groups of students with disabilities at UL along barriers, 2. Technology and study outcomes, 3. ICT and Study with their basic characteristics. Obligations, 4. ICT and Study Skills, and 5. Opportunities to (2) Identify meaningful groups of active students with disabil- use ICT technology. Based on student responses, we identified ities. segments for the first three areas, with all three areas well covered To achieve the goal ad 1. we designed a questionnaire. The by three segments each. We identified three segments in each design of the questionnaire resulted in 12 questions, with 5 main area: 1. Technology Enthusiasts (accept everything), 2. Skeptical sub-questions and a larger number of sub-questions. Users (reject everything but the exceptions), and 3. Picky Users To achieve objectives ad 2, we conducted an extensive data (accept almost everything but the exceptions). From the second analysis (see Sec. 4) and consulted domain experts. and third segments, we extracted the main characteristics by technology and by activity. The results are applicable for the next 2 STATE OF THE ART steps in technology support for students with special needs. 2.1 User segmentation KEYWORDS User segmentation is the process of dividing users into different user segmentation, special needs students, segmentation algo- groups or segments based on common characteristics. It was rithm developed in the field of business and management. An organiza- tion can segment users by language preference, product version, 1 INTRODUCTION geographic region or user personality [1]. A similar segmentation Effective technological support for students with special needs is has been successfully applied to other areas, e.g. to the users of crucial for modern teaching and learning at universities. Over the ICT and also to the area of ICT in special education [6]. last decade, the landscape of teaching and learning has changed Data mining techniques entered the field quite early on [21]. rapidly [17].On the other hand, the rapid development of in-Machine learning-based techniques are the most important ap- formation and communication technologies [6] and studies on proach to user segmentation today [2]. technological support for students [4] has added a variety of Successful segmentation methods lead to homogeneous sub-new support options. There is no effective technological support groups of users. A necessary next step is to understand these without prior knowledge of the needs of the users - in our case, segments, i.e. to define and understand their typical represen- the specific needs of our students. tatives. Such a representative is called a persona, and to clearly In this paper, we present the operationalization of the segmen- understand the part of their behavior that is relevant to them, tation instrument (aspects and questions) and the results of the they are described as a living person [20]. A persona is therefore a fictional character whose characteristics and goals best fit the ∗ Both authors contributed equally to this research. segment. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or 2.2 Operacionalisation distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this Operationalization is a process of 1. selecting relevant aspects work must be honored. For all other uses, contact the owner /author(s). of the designed instrument (set of questions) and 2. selecting an Information Society 2024, 10–14 October 2022, Ljubljana, Slovenia initial set of questions representing the selected aspects. There © 2022 Copyright held by the owner/author(s). https://doi.org/https://doi.org/10.70314/is.2024.DIGIN.9 is a long history of research on this approach [16]. It is based 38 Information Society 2024, 10–14 October 2022, Ljubljana, Slovenia Košir, Košir and Zaletelj, et al. on human expert judgment. The aim of operationalization is to (5) Opportunities to use ICT technology construct a measurement instrument that is used in data collec- To cover these five aspects, we also constructed, selected and tion [12]. The validity and reliability of the resulting instruments modified questions that led to the final instrument (not listed are of central importance and the research community has devel- here for space reasons). oped strict guidelines on how to achieve and ensure this [3]. In our case, we have focused on relevant aspects of technological 3.2 Participants and data collection support for students with special needs. The selected population is all UL students with disabilities. Given 2.3 Unsupervised clustering for user the estimated number of 700 to 800 such students, the entire population was included in the sample. segmentation The data collection was carried out by the University of Ljubl- User segmentation is a subfield of the highly developed field jana (UL) administration services. They provided us with a list of customer segmentation. Machine learning techniques found of all students with special needs at ULat UL. We then manually their way into customer segmentation decades ago [19]. From screened this list with the baseline descriptions and selected 723 various data mining approaches [21], the focus shifted to neural respondents. networks [18] and deep learning [15]. The inclusion criteria for selection were self-selected cate- Unsupervised clustering with visualization of the cluster hier- gories of special needs selected by the students at the time of archy is a necessary step in customer segmentation [11]. In the enrolment. They covered general special needs, and deficits from case of this study, understanding the user segments obtained is disabilities (hearing, vision, speech, physical, emotional, mental very important. The technique of explainable customer segmen- health). There were no exclusion criteria for selection into the tation is discussed in [14]. sample. 3 MATERIALS AND METHODS 3.3 Unsuprvised clustering for user segment 3.1 Operacionalisation and existing determination instruments We applied the unsupervised clustering technique K-Means with dendrogram visualization [5]. The feature space was a space of The operationalization procedure of this research focused on the participant responses, no dimensionality reduction or location- existing support for students with special needs at our and other dependent transformation [10] or similar was used. The Eu-universities. Theoretical knowledge and practical experiences clidean distance is used for K-means clustering. Other distances in supporting students with special needs were also taken into lead to similar clusters. Since all responses were on the same Lik- account. This is crucial to achieve good validity and reliability of ert scale, no prior scaling was performed. We used elbow curves the resulting instrument in fewer iterations. to determine the optimal number of segments and basic statistics To incorporate existing measurement instruments related to to determine the most important characteristics of the selected the use and benefit of assistive technologies, we also examined segments. The initial number of clusters was set to 𝑘 = 12. available measurement instruments. As early as 1996, the authors of [7] developed a scale ”Quebec User Evaluation of Satisfaction with Assistive Technology (QUEST)”. The instrument contains 4 EXPERIMENTAL RESULTS 18 items and two dimensions. The construct was later reviewed 4.1 Student data in [8], where 12 items were further selected. The sampling method chosen was to send emails to the e-mail A scale called the Psychosocial Impact of Assistive Devices addresses provided by the students with disabilities at the time Scale (PIADS) was developed by the authors of [13]. The PIADS they obtained their special education student status. The inclu- is a 26-item self-report questionnaire to assess the impact of sion and exclusion criteria were specified in subsection 3.2. The an assistive device on functional independence, well-being and questionnaire was administered via the web-based system 1ka quality of life. The construct is three-dimensional and includes 1. (https://www.1ka.si/d/sl) and the questionnaire with response competence (measures feelings of competence and effectiveness), categories is available on request. Invitees received an email with 2. adaptability (indicates willingness to try new things and take explanations and instructions. risks) and 3. self-esteem (indicates feelings of emotional health The invitations were sent out in three phases and happiness). The authors Dijcks et. al developed a scale (one-dimensional (1) First invitation: by e-mail from the university e-mail ad- construct) to assess the quality of service delivery in the provi- dress; sion of assistive technology (KWAZO) [9]. It aims to assess the (2) Second invitation: via the Disability representatives at the quality of the provision of assistive devices from the customer’s faculties and academies; perspective. The instrument consists of seven questions relating (3) Third invitation: via the Association of Students with Dis- to accessibility, knowledge, coordination, efficiency, flexibility abilities and user influence. The reliability of the scale is rated as very The invitation was sent to 733 people. A total of 18 (3.4%) good. responses to the first invitation were received within one week, As a result of all considerations, we decided to include the next 7 to the second invitation and next 18 to the third invitation, following aspects: altogether 43 (5.9%). At the time of study design, we estimated (1) Technology and overcoming study barriers that the response rate of respondents would be around 10%. We (2) Technology and study outcomes did not formally identify the reasons for this low response rate, (3) ICT and Study Obligations but we did gather some opinions. These can be grouped as fol- (4) ICT and Study Skills lows: 39 Segmentation of students with special needs at the University of Ljubljana Information Society 2024, 10–14 October 2022, Ljubljana, Slovenia (1) There is enough freely available technology that I can use overcoming study barriers, Q2: Technology and study outcomes myself and I do not need any special support from the and Q3: ICT and Study Obligations. university; The interpretation of the identified segments is based on man- (2) In the responders’ mind, the university does not have ual inspection of identified clusters’ specifics such as frequency enough technical support to help individuals; of answers etc. Due to lack of space, we cannot reproduce these figures here. We present the results of the segmentation according to the criteria specified in Subsec. 3.1 identified aspects. 4.3 Aspect Q1: Technology and overcoming 4.2 Basic statistics study barriers The main question was: "Please indicate how important each The breakdown of the 43 respondents by gender can be found in of the ICT assistive technologies listed is to you in overcoming Fig. 1 (top left), where NA indicates those who did not wish to the challenges you face in your studies due to your own specific state their gender. needs." Seg. Q1a Q1b Q1c Q1d Q1e Q1f 1 4.3 4.0 5.6 6.2 5.9 6.2 2 4.4 3.9 2.9 2.5 2.3 2.9 3 4.1 3.6 5.0 5.2 4.8 6.2 Q1g Q1h Q1i Q1j Q1k Q1l 1 5.9 4.1 6.1 5.5 4.9 6.0 2 2.2 3.5 4.0 3.6 3.2 3.4 3 5.3 3.6 3.5 3.8 3.9 5.3 Table 1: Aspect Q1: Averages of answers per segment. According to the inertia curve and the dendrogram of the development of the segments, the number of identified segments can be set to 3 or 5. In line with the segment structure, we have opted for three segments. The observed characteristics by segment are: Seg. 1: The answers to all questions are the highest, i.e. all tech- nologies are rated as very important. These are technology Figure 1: Response of participants: by gender (top left), age enthusiasts. (second row left), special needs (second row right), study Seg. 2: Most questions are answered with low values. These style (third row left) and university (third row right), where are technology sceptics. Little importance is attached to most UL stands for the University of Ljubljana and UMB for the technologies, with the exception of e-materials, e-environments University of Maribor and multimedia content. This segment therefore scores well for e-materials, but not for content conversion tools, etc. The histogram by age is shown in Fig. 1 (center left), where NA Seg. 3: Importance varies considerably on average. These are denotes those who did not want to reveal their age. Respondents those who believe in and use some technologies but not others. aged 44 and 55 were excluded from the analysis. The responses They rate most technologies well, with the exception of visual by special needs are shown in figure 1 (middle right), where the and design customization tools. meanings of the special needs are as follows: 4.4 Aspect Q2: Technology and study P1: ’Deficits in certain areas of learning (dyslexia, dysgraphia, outcomes dyscalculia ...)’, P2: ’Physical disability’, The guiding question was: "Please indicate how important each P3: ’Partial or total hearing loss’, of the ICT support services listed is to you in overcoming the P4: ’Partial or total loss of vision’, challenges you face in your studies due to your own specific P5: ’Speech-language difficulties’, needs." P6: ’Emotional and behavioral disorders’, The number of segments was determined by combining the P7: ’Long-term or chronic illness’, dendrogram and the "inertia" curve". We decided on 3 segments. P8: ’Autism spectrum disorder’, The observed characteristics by segment are: In terms of university, one student was from the University Seg. 1: Technologies are of varying importance. These are criti- of Maribor and 18 students did not specify their university. We cal users. They rate most technologies well, with the exception assume that most of the students were from the University of of audio-to-sketch, dictation, e-interpreting and audio-to-text Ljubljana. tools. As there are not enough complete responses for aspects Q4 seg. 2: They rate all technologies as very important. This is and Q5 (less than 15) to draw more reliable conclusions, we only technology Enthusiasts, the first segment from a segmenta- report the results for the first three aspects Q1: Technology and tion into two segments. 40 Information Society 2024, 10–14 October 2022, Ljubljana, Slovenia Košir, Košir and Zaletelj, et al. Seg. Q2a Q2b Q2c Q2d Q2e Q2f ACKNOWLEDGMENTS This research was supported by the project P2-0246 ICT4QoL - 1 3.4 3.0 3.4 2.6 3.1 4.3 Information and Communications Technologies for Quality of 2 4.4 6.0 4.9 6.2 6.3 5.8 Life. 3 1.5 1.5 1.0 1.0 1.0 1.0 Q2g Q2h Q2i Q2j Q2k REFERENCES 1 4.1 3.9 4.3 3.0 6.3 [1] Miguel Alves Gomes and Tobias Meisen. 2023. A review on customer seg- mentation methods for personalized customer targeting in e-commerce use 2 5.0 5.0 5.3 5.7 6.2 cases. en. Information Systems and e-Business Management, 21, 3, (Sept. 2023), 3 2.5 1.5 1.5 2.5 2.0 527–570. doi: 10.1007/s10257- 023- 00640- 4. Table 2: Aspect Q2: Averages of answers per segment. [2] R Amutha and Aazmaan Ahmed Khan. 2023. Customer Segmentation using Machine Learning Techniques. en. 44, 3. [3] APA. 2020. APA Guidelines for Psychological Assessment and Evaluation. en. Institution: American Psychological Association. (2020). doi: 10.1037/e5 10142020- 001. [4] Shu-Chen Cheng and Chiu-Lin Lai. 2020. Facilitating learning for students with special needs: a review of technology-supported special education Seg. 3: All technologies are classified as unimportant. These studies. en. Journal of Computers in Education, 7, 2, (June 2020), 131–153. are technology sceptics. They classify most technologies as doi: 10.1007/s40692- 019- 00150- 8. [5] Parag Dange et al. 2023. EXPLORING CUSTOMER SEGMENTATION WITH unimportant, with the exception of electronic communication K-MEANS CLUSTERING ALGORITHM. en. 11, 4. and customized hardware. [6] Rabi Das. 2023. ICTs In Special Education: A Review. en. 11, 8. [7] Louise Demers, Rhoda Weiss-Lambrou, and Bernadette Ska. 1996. Develop- ment of the Quebec User Evaluation of Satisfaction with assistive Technol- 4.5 Q3: ICT and Study Obligations ogy (QUEST). en. Assistive Technology, 8, 1, (June 1996), 3–13. doi: 10.1080 /10400435.1996.10132268. The guiding question was: "Please indicate to what extent you [8] Louise Demers, Rhoda Weiss-Lambrou, and Bernadette Ska. 2000. Item consider the use of ICT support important to fulfil the study Analysis of the Quebec User Evaluation of Satisfaction with Assistive Tech- requirements listed below." nology (QUEST). en. Assistive Technology, 12, 2, (Dec. 2000), 96–105. doi: 10.1080/10400435.2000.10132015. [9] Béatrice P. J. Dijcks, Roelof D. Wessels, Suzanne L. M. De Vlieger, and Marcel W. M. Post. 2006. KWAZO, a new instrument to assess the quality of service Seg. Q3a Q3b Q3c Q3d Q3e Q3f Q3g delivery in assistive technology provision. en. Disability and Rehabilitation, 28, 15, (Jan. 2006), 909–914. doi: 10.1080/09638280500301527. 1 4.2 3.6 2.4 2.2 4.4 2.2 5.4 [10] Xiaofei He and Partha Niyogi. 2003. Locality preserving projections. In Proceedings of the 16th International Conference on Neural Information Processing 2 4.2 4.5 5.0 4.9 5.0 4.9 5.9 Systems (NIPS’03). MIT Press, Whistler, British Columbia, Canada, 153–160. 3 1.0 1.0 1.0 1.0 1.0 1.0 1.0 [11] Nouri Hicham and Sabri Karim. 2022. Analysis of Unsupervised Machine Learning Techniques for an Efficient Customer Segmentation using Cluster- Table 3: Aspect Q3: Averages of answers per segment. ing Ensemble and Spectral Clustering. en. International Journal of Advanced Computer Science and Applications, 13, 10. doi: 10.14569/IJACSA.2022.01310 16. The number of segments was determined by combining the [12] Louise Norman Jespersen, Susan Ishøy Michelsen, Bjørn Evald Holstein, dendrogram and the "inertia" curve". We estimate that a reason-Tine Tjørnhøj-Thomsen, and Pernille Due. 2018. Conceptualization, opera- tionalization, and content validity of the EQOL-questionnaire measuring able number of segments is again 3. quality of life and participation for persons with disabilities. en. Health and The observed characteristics by segment are: Quality of Life Outcomes, 16, 1, (Dec. 2018), 199. doi: 10.1186/s12955-018-10 24- 6. Seg. 1: The technologies are characterized by different appli- [13] Jeffrey Jutai and Hy Day. 2002. Psychosocial Impact of Assistive Devices cability. These are Critical Users, which are Segment 1 of a Scale (PIADS). en. Technology and Disability, 14, 3, (Sept. 2002), 107–111. Gert Jan Gelderblom and Luc P. De Witte, editors. doi: 10.3233/TAD- 2002- 14305. two-segment segmentation. All technologies are classified as [14] Riyo Hayat Khan, Dibyo Fabian Dofadar, and Md. Golam Rabiul Alam. 2021. useful, with the exception of ICT to support independent work, Explainable Customer Segmentation Using K-means Clustering. en. In 2021 IEEE 12th Annual Ubiquitous Computing, Electronics & Mobile Communication to support group work and to support examination require-Conference (UEMCON). IEEE, New York, NY, USA, (Dec. 2021), 0639–0643. ments. isbn: 978-1-66540-690-1. doi: 10.1109/UEMCON53757.2021.9666609. Seg. 2: In this segment, all technologies are rated as very useful. [15] Dr Chitralekha Navneet Kumar, Dr Ramchandra Vasant Mahadik, Dr Sangeeta Paliwal, Dr Pallavi, and Chaitali B Kasar. 2024. Leveraging Deep Learning This is Technology Enthusiasts, which is virtually identical for Customer Segmentation: Patterns and Preferences Unveiled. en. Interna- to segment 2 of the two-segment segmentation. tional Journal of Intelligent Systems and Applications in Engineering. Seg. 3: Here, the majority of respondents consider the technolo- [16] Theodoros A. Kyriazos and Anastasios Stalikas. 2018. Applied Psychometrics: The Steps of Scale Development and Standardization Process. en. Psychology, gies to be of little use. These are technology . They describe all 09, 11, 2531–2560. doi: 10.4236/psych.2018.911145. technologies as not very useful, with the exception of support [17] 2018. Learning and teaching in the European higher education area. en. OCLC: 1142675866. European University Association asbl, Brussels ; Geneva. isbn: for direct distance learning. 978-90-78997-65-8. [18] Sukru Ozan and Leonardo O. Iheme. 2019. Artificial Neural Networks in 5 CONCLUSIONS AND DISCUSSIONS Customer Segmentation. en. In 2019 27th Signal Processing and Communi- cations Applications Conference (SIU). IEEE, Sivas, Turkey, (Apr. 2019), 1–4. The student response rate was relatively low (5.8%, total 𝑁 = isbn: 978-1-72811-904-5. doi: 10.1109/SIU.2019.8806558. [19] Rakeshkumar Umanath Upadhyay and Prof. Nilesh Choudhary. 2023. A 43). For the first three aspects listed in subsection 3.1, we found Review of Customer Segmentation Methods. en. International Journal of meaningful segmentations (for the last two aspects, there was not Advanced Research in Science, Communication and Technology, (Mar. 2023), enough data to create segments). We did not find any common 684–692. doi: 10.48175/IJARSCT- 8904. [20] David A. Siegel. 2010. The mystique of numbers: belief in quantitative ap- segments between the aspects. Obtained segments were expected proaches to segmentation and persona development. en. In CHI ’10 Extended and it was confirmed a useful grouping of students is doable. Abstracts on Human Factors in Computing Systems. ACM, Atlanta Georgia Further investigation of the segments would require at least 10 USA, (Apr. 2010), 4721–4732. isbn: 978-1-60558-930-5. doi: 10.1145/1753846 .1754221. new responses in the first three aspects. In the near future, we [21] Hasan Ziafat and Majid Shakeri. 2014. Using Data Mining Techniques in will study the usage patterns of these students based on carefully Customer Segmentation. en. 4, 9. designed case studies. 41 Introducing a Solution: The Self-Evaluation Tool in Practice* Isabel Leandro García† Marta Mármol Muñoz Project Department Innovation Department INERCIA DIGITAL INERCIA DIGITAL Huelva, Spain Huelva, Spain isabelleandro@inerciadigital.com martamarmol@inerciadigital.com Abstract / Povzetek Self-Evaluation Tool has to be used as a practical guide Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not for the management to define the good and not-so-good made or distributed for profit or commercial advantage and that copies bear things about digital education and communication about this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the inclusion. On the other hand, a Self-Evaluation Tool for HEI owner/author(s). teachers on inclusive digital teaching practice is used as a Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia © 2024 Copyright held by the owner/author(s). practical guide for the teachers to define the good and not- http://doi.org/DOI_RECEIVED_AFTER_REVIEW so-good things about their digital teaching practice concerning inclusion. (Bennett, 2021) Digitalization of education in Higher Education Institutions can have many positive impacts on students and their The article focuses on the introduction of the Self-evaluation learning success still, at the same time, it can also pose a Tool developed under the Erasmus+ project significant barrier for some students, especially students “SET4Inclusion”. The SET4Inclusion project is a European with different disabilities or special needs. Digital inclusion collaborative initiative designed to tackle these challenges by is crucial in providing equitable and just access to developing and implementing a Self-evaluation Tool tailored educational materials for every student, irrespective of their for HEIs. [3]. origins, capacities, or impairments. The structured pedagogical content is supplied to the user through a recommendation model that constitutes an online Self- Evaluation Tool to determine the inclusiveness of their digital education. [1]. 1 Keywords / Ključne besede Digital Education ,Inclusiveness, equality, disabilities. 1 Introduction In modern education, continuous improvement is key to both student and organizational success. One effective method to foster this growth is through self-evaluation. The Self-Evaluation Tool is a practical solution designed to empower institutions to assess digital inclusion, set goals, and track progress over time. Based on that, the theoretical framework of inclusive Figure 1:The tool on the website set4inclusion.eu digital education including all 3 elements, technology, pedagogy, content, and management aspects, considering different e-learning settings and modes is the base foundation to develop a Self-Evaluation Tool for HEI on inclusive digital education in HEI. [2]. 42 Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia I. Leandro et al. Development section contains five management-related questions that support us in acquiring the knowledge and pedagogical skills necessary for inclusive education. From the Teacher's perspective, the Pedagogy, Supports, and Resources section contains 7 questions about how it is developed to provide inclusive digital resources to support their inclusive teaching.¡ Pedagogy, Implementation in the classroom, consists of seven questions that cover Digital technologies in the classroom to facilitate the organization of teaching groups in which students can collaborate by valuing the diversity of each one. The student's perspective covers thirteen Figure 2 :Self evaluation tool questions with multiple questions that are related to the proper use of the technology choice answers. as an inclusion tool. 2 How does it works The self-evaluation tool serves as a practical guide for the management and teachers to define the good and not-so- good things about their digital education and communication concerning inclusion. Our Self-Evaluation Tool is a practical guide for HEI management to help them assess the capabilities of the HEI regarding inclusive digital education. It consists of many questions, representing influence factors, described through specific indicators. This self-evaluation tool is also a Figure 3: Percentage of answers by categories. practical guide for HEI teachers to help them assess the capabilities of their teaching practice about inclusive digital Finally, the tool offers the results with a percentage of education. It consists of many questions, representing answers by categories. Once you have done the self influence factors, described through specific indicators. evaluation, the E-platform where the tool is located, automatically creates a smart report for the users of Self- Structured Reflection for users are prompted to review their Evaluation Tools with links to recommended e-learning access to the digital inclusion practices, focusing on relevant content according to the result of the self-evaluation. You can performance indicators: find the tool in multiple languages. Twelve questions regarding Leadership/ School's perspective. These questions are designed to evaluate the support provided to teachers in digital literacy for inclusive 3 Conclusion digital education. The responses and subsequent questions are categorized into different variables, which will be used to In conclusion,the Self-Evaluation Tool is a powerful solution determine the final results of the report. The categories for for those seeking to improve their performance and grow in responses are: Not applicable, Totally agree, Agree, their careers. By providing a structured way to reflect, set Somewhat agree, Disagree, and Totally disagree. goals, and track progress, this tool empowers individuals to take charge of their development and contributes to the The following section is Collaboration and Networking. It overall success of the organization. The pilot study of the consists of eight questions that support the progress in Self-Evaluation Tool developed under the SET4Inclusion inclusive teaching and learning with digital technologies. project has yielded significant insights into the tool itself, and The third section involved Infrastructure and Equipment. It its effectiveness for the development of Digital Inclusion in is developed with twelve questions that cover the digital HEIs. infrastructure that supports inclusive and accessible 4. References / Literatura education with digital technologies. [1] Next, a section called Tools and Technology, and aims to UNESCO, Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris: UNESCO, 2020. [Online]. Available: investigate technology itself. Continuing Professional https://unesdoc.unesco.org/ark:/48223/pf0000373718 43 Introducing a Solution: The Self-Evaluation Tool in Practice Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia [2] P. R. dos Santos, D. N. Barbosa, E. G. A. Neto, J. L. Barbosa, S. D.Correia, and V. R. Leithardt, “Learning and well-being in educational practices with children and adolescents undergoing cancer treatment,”Education Sciences, vol. 11, no. 8, p. 442, 2021. [3] Bennett, S. (2021). Self-Evaluation Tools in higher education: Bridging the gap between assessment and improvement. Assessment & Evaluation in Higher Education, 46(5), 723- 738. https://doi.org/10.1080/02602938.2020.1853698 44 ANALYSIS OF THE SELF-EVALUATION TOOL: A PILOT STUDY* Tuncer Can† Irfan Simsek Hüseyin Göksu Department of Foreign Language Department of Computer Open and Distance Education Education, Hasan Ali Yücel Education and Instructional Application and Research Center Faculty of Education/ Istanbul Technology, Hasan Ali Yücel Istanbul University-Cerrahpasa University-Cerrahpasa, Istanbul Faculty of Education/ Istanbul Istanbul Türkiye Türkiye University-Cerrahpasa, Istanbul huseyin.goksu@iuc.edu.tr tcan@iuc.edu.tr Türkiye irfan@iuc.edu.tr ABSTRACT Modern higher education systems are increasingly focused on acknowledging student diversity and creating educational This article focuses on the analysis of the self-evaluation tool environments that effectively respond to this diversity. developed under the SET4Inclusion project, with a particular The SET4Inclusion project is a European collaborative initiative emphasis on its application within the context of a pilot study. designed to tackle these challenges by developing and Pilot studies are crucial for testing the validity and reliability of implementing self-evaluation tools tailored for HEIs. These tools new tools or methods. The primary objective of this pilot study are intended to help institutions critically assess their current is to evaluate the effectiveness of the Self-Evaluation Tool (SET) practices, identify gaps, and take concrete steps toward creating developed within the SET4Inclusion project in facilitating e- a more inclusive educational environment. By enabling inclusion processes in higher education institutions (HEIs). The institutions to analyze their performance, self-evaluation tools pilot study began with the preparation of an invitation letter, create an internal cycle of continuous improvement [1]. They which was sent to potential participants. The pilot study involved provide not just a snapshot of the current state but also support participants from higher education institutions in five different the development of forward-looking improvement strategies. European countries: Turkey, Portugal, Slovenia, Italy, and Spain. When viewed through the lens of inclusivity, such tools The number of HEIs participating in the piloting was at least five, significantly enhance the capacity of learning environments to with at least fifty HEI teachers involved. cater to the needs of all students, irrespective of their backgrounds or abilities. KEYWORDS This article focuses on the analysis of the self-evaluation tool SET4Inclusion project, Self-Evaluation Tool, Micro Learing developed under the SET4Inclusion project, with a particular Units emphasis on its application within the context of a pilot study. Pilot studies are crucial for testing the validity and reliability of new tools or methods. They serve as a foundational step before 1 INTRODUCTION wider implementation and can provide valuable insights into the The rapidly evolving dynamics within higher education have practical challenges and opportunities associated with new made inclusivity and accessibility more significant than ever initiatives [3]. In this study, key elements such as the before. The increasing number of students with diverse learning functionality of the self-evaluation tool and the developed micro- needs, including those with disabilities, necessitates a learning units in diverse contexts, areas requiring improvement, comprehensive approach to ensure equitable access to education. and user feedback will be thoroughly evaluated. The results of The rise of digital tools and technologies offers novel the pilot study have facilitated necessary adjustments to the tool opportunities to foster e-inclusivity, particularly within Higher and units before their broader application in various HEIs across Education Institutions (HEIs). This process not only contributes Europe. to enhancing student success rates but also plays a vital role in promoting fairness and justice in education. Inclusivity is closely linked to student satisfaction and academic achievement, making it a strategic priority for HEIs [2]. ∗Article Title Footnote needs to be captured as Title Note †Author Footnote to be captured as Author Note Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s). Information Society 2022, 10–14 October 2022, Ljubljana, Slovenia Figure 1: Home page of Self-Evaluation Tool © 2022 Copyright held by the owner/author(s). 45 identifying areas for improvement, and implementing strategies to enhance inclusivity. The Micro Learning Units complemented the tool by providing focused, easily accessible learning content that could be used to support inclusive practices within the institutions. Participants used these tools to evaluate and reflect on the e-inclusion processes in their respective institutions. 2.3 Data Collection The key instruments used in this research were the Self- Evaluation Tool and the Micro Learning Units developed within the SET4Inclusion project. The Self-Evaluation Tool was designed to assist HEIs in assessing their e-inclusion processes, identifying areas for improvement, and implementing strategies to enhance inclusivity. The Micro Learning Units complemented Figure 2: Home page of e- learning materials the tool by providing focused, easily accessible learning content that could be used to support inclusive practices within the institutions. Participants used these tools to evaluate and reflect 2 METHODOLOGY on the e-inclusion processes in their respective institutions. The primary objective of this pilot study is to evaluate the effectiveness of the Self-Evaluation Tool (SET) developed 2.4 Data Analysis within the SET4Inclusion project in facilitating e-inclusion The data collected from the surveys were systematically processes in higher education institutions (HEIs). The pilot study analyzed using graphical representation methods to visualize the began with the preparation of an invitation letter, which was sent feedback and results. These graphs provided clear insights into to potential participants. This letter provided detailed the effectiveness of the Self-Evaluation Tool and the micro- information about the project, the scope of the pilot study, and learning units. The feedback from participants was thoroughly the tools that participants would be evaluating. Links to the tools reviewed, with particular attention paid to their suggestions for and a survey were included in the invitation, allowing improvements and their overall experience with the tool. The participants to engage directly with the materials. analysis revealed several key areas where the tool could be The tools developed for the project, including the Self- refined and optimized to better meet the needs of HEIs and their Evaluation Tool and the associated micro-learning units, were diverse student populations. distributed to participants via email. Participants were given a The pilot study's findings provided valuable information that two-week period to complete their evaluations. At the end of this will inform the further development and dissemination of the period, they were asked to complete a survey that provided Self-Evaluation Tool. The insights gained from this study will feedback on their experiences with the micro-learning units and help ensure that the tool is effective, user-friendly, and capable the self-evaluation process. of supporting HEIs in their efforts to create more inclusive learning environments. As the tool is refined and prepared for 2.1 Participants broader application, these findings will serve as a crucial The pilot study involved participants from higher education foundation for its successful implementation. institutions in five different European countries: Turkey, Portugal, Slovenia, Italy, and Spain. The number of HEIs In conclusion, the pilot study of the Self-Evaluation Tool participating in the piloting was at least five, with at least fifty developed under the SET4Inclusion project has yielded HEI teachers involved. Participants were selected based on significant insights into the tool's effectiveness and the user voluntary participation, and efforts were made to ensure diversity experiences associated with it. The feedback gathered from by including individuals from various departments and academic participants has highlighted both the strengths and areas for levels. This approach aimed to gather a wide range of improvement, which will be addressed in the subsequent perspectives and insights, thereby enriching the study's findings. development phases. By incorporating these insights, the tool will be better equipped to support HEIs in fostering inclusivity and accessibility in their educational offerings. The study also Table 1: Number of participants underscores the importance of pilot testing in the development of educational tools, as it provides a critical opportunity to refine No Participants f(x) and enhance the tools before they are implemented on a larger 1 HEI participating 5 scale. 2 HEI teachers 50 REFERENCES 2.2 Instruments [1] Bennett, S. (2021). Self-evaluation tools in higher education: Bridging the The key instruments used in this research were the Self-gap between assessment and improvement. Assessment & Evaluation in Higher Education, 46(5), 723-738. Evaluation Tool and the Micro Learning Units developed within https://doi.org/10.1080/02602938.2020.1853698 the SET4Inclusion project. The Self-Evaluation Tool was [2] Ehlers, U. D. (2020). Quality in e-learning from a learner's perspective. designed to assist HEIs in assessing their e-inclusion processes, European Journal of Open, Distance and E-Learning, 23(1), 10-28. https://doi.org/10.2478/eurodl-2020-0002 46 [3] Van der Kleij, F. M., Adie, L., & Cumming, J. J. (2019). The role of Review of Educational Research, 89(4), 635-676. feedback in self-assessment: A systematic review of educational research. https://doi.org/10.3102/0034654 47 Definition of a Framework for Self-Evaluation Tool: Optimizing Evaluation Practices for Enhanced Performance in HEI Maja Puš nik† Boštjan Šumak Katja Kous Florian Gallo Enrico Dolza Faculty of Faculty of Faculty of Fondazione Ištituto Fondazione Ištituto Electrical Electrical Electrical dei Sordi di Torino dei Sordi di Torino Engineering and Engineering and Engineering and ONLUS ONLUS Computer Science Computer Science Computer Science Torino, Italy Torino, Italy Univeršity of Univeršity of Univeršity of erašmuš@ištitutoš direzione@ištitutoš Maribor, Slovenia Maribor, Slovenia Maribor, Slovenia orditorino.org orditorino.org maja.pušnik@um.ši boštjan.šumak@um.ši katja.kouš@um.ši Abstract accelerated digitalization of teaching and learning in higher education, which haš dišproportionately dišadvantaged Thiš paper propošeš a framework for a šelf-evaluation tool to SEND študentš. Recognizing that ševeral študentš štruggle šupport the evaluation of inclušive digital education in with online education, it iš fundamental to promote Higher Education Inštitutionš (HEIš). The idea waš inclušivenešš aš a key šolution. HEIš aim to create an motivated by the COVID-19 pandemic, which emphašišed inclušive digital environment that šupportš študentš from inequalitieš in digital learning, particularly for študentš with the earliešt štageš of education (from primary šchool to Special Educational Needš and Dišabilitieš (SEND). The higher education), helping them reach their full potential. We enhanced digitališation of education šhowed that many believe thiš endeavor would be šupported by a šelf- študentš and profeššionalš štruggled to engage with online evaluation tool, providing špecific feedback to HEIš and content due to rigid teaching methodš and inacceššible helping increaše inclušive digital education capabilitieš in rešourceš. By focušing on inclušivity, the propošed formal and non-formal šettingš [1]. framework aimš to addrešš theše challengeš by tackling Within the šcope of Erašmuš+ SET4Inclušion digital technologieš to create adaptive, equitable learning project (2023-1-SI01-KA220-HED-000160853) the partnerš environmentš for diverše študent needš. The framework will developed a theoretical framework for inclušive digital šupport HEIš in evaluating and enhancing their digital education to addrešš the HEIš challengeš and prepare for a education practiceš, enšuring all študentš can fully šelf-evaluation tool. Thiš framework waš built upon the well- participate and šucceed in education. eštablišhed TPACK model (Technological Pedagogical Content Knowledge), which guideš the integration of ICT in Keywords education. TPACK outlineš the eššential knowledge areaš for Inclušive Digital Education, Self-Evaluation Tool, Higher effectively integrating technology into teaching, šuch aš Education Inštitutionš, Special Educational Needš and technological knowledge (focušing on acceššibility), Dišabilitieš pedagogical knowledge (emphašizing Univeršal Dešign for Learning - UDL), and content knowledge (innovative applicationš of new technologieš to overcome barrierš for 1. Introduction SEND študentš). The TPACK framework alšo incorporateš In the rapidly evolving higher education, integrating the latešt štandardš, šuch aš the Web Content Acceššibility Information and Communication Technology (ICT) haš Guidelineš (WCAG 2.2), and inšightš from contemporary become eššential for enhancing teaching and learning rešearch. Additionally, we aimed to include the SELFIE tool proceššeš. However, enšuring that digital education iš for šelf-reflection on šchoolš' digital capabilitieš [2], an inclušive—particularly for SEND študentš—remainš a evaluation šurvey promoted by the European Commiššion, šignificant challenge [4]. Thiš paper addreššeš the challengeš by integrating a štronger focuš on inclušivity. Our framework expošed by the COVID-19 pandemic, particularly the and developed šelf-evaluation tool aim to identify and ∗ dešcribe the key factorš and indicatorš that define inclušive Article Title Footnote needs to be captured as Title Note †Author Footnote to be captured as Author Note digital education, providing HEIš with an inclušive tool to evaluate and enhance their digital education practiceš. The Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or development of the framework involved ševeral key taškš: distributed for profit or commercial advantage and that copies bear this notice • A literature review, which included 131 paperš and and the full citation on the first page. Copyrights for third-party components of explored exišting rešearch, bešt practiceš, and the this work must be honored. For all other uses, contact the owner/author(s). Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia challengeš of implementing inclušive digital © 2024 Copyright held by the owner/author(s). education (due to the length it iš not included in thiš httpš://doi.org/10.70314/iš.2024.DIGIN.12 48 Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia M. Pusnik et al. paper, however, it iš available aš one of the The literature review provided an idea of levels of deliverableš of SET4Inclušion project. inclusiveness within digital education, which are divided into • Development of two šurveyš — one targeting HEI eight categories, further defined by factors and evaluated štaff and another focušed on SEND študentš— to with indicators on a Likert scale from strongly agree to gather inšightš on their experienceš and needš. The strongly disagree, presented in the following paragraphs [3]. šurveyš were performed with the help of Google The categories are the following: (1) Leadership/ School's Formš and the reportš will be available aš one of the perspective, (2) Collaboration and Networking, (3) deliverableš of the SET4Inclušion project. Infrastructure and Equipment/ Tools and Technology, (4) • The co-development workšhopš involving Continuous Professional Development, (5) Pedagogy: collaboration with HEIš partnerš, rešearcherš, and Supports and Resources, (6) Pedagogy: Implementation in expertš. The report iš available aš one of the the classroom, (7) Assessment Practices/ Inclusion deliverableš of the SET4Inclušion project. Assessment and (8) Student Digital Competence/ Student's Perspective. The rešultš from the lišted activitieš prešent a foundation for the final framework that will enable HEIš to create and Category Leadership/ School's perspective includes the maintain inclušive digital learning environmentš, enšuring following factors: accešš to education for all študentš. It iš alšo the foundation • (1.1.) Inclusive digital strategy education strategy for developing šelf-evaluation toolš and other project rešultš, • (1.2.) Collaborative digital strategy development providing a štructured bašiš for inštitutionš to aššešš and • (1.3.) Contemporary pedagogical approaches enhance their practiceš. The main rešultš, for which • (1.4.) Scheduled time to explore digital teaching dešcribed framework iš neceššary, are the following: • (1.5.) Efforts to minimize discrimination, • Two Self-evaluation toolš for HE inštitutionš and • (1.6.) Collaboration and communication HE teacherš to determine the inclušivenešš of their encouragement between school and teacher, digital education, • (1.7.) Inclusion policies, • • (1.8.) Digital literacy. A šet of micro-learning unitš on Inclušive digital education for HE leaderš and HE teacherš, • Collection of ševeral good practiceš on Inclušive The examples of indicators for each factor are digital education, transformed into statements in the self-evaluation tool, • E-learning platform aš a central knowledge point connected to the leaderšhip/šchool’š peršpective, and are for Inclušive digital education. šhown in Figure 1. For example, “Inclusive digital strategy would” iš evaluated bašed on an indicator: “At our HEI we have an inclusive digital education strategy”. The šame 2. Definition of the framework principle is applied to all other factors in other categories. To make digital education and communication in HEIš more acceššible and inclušive for all other študentš, a theoretical framework of inclušive digital education waš defined, conšidering different poššible e-learning šettingš and modeš (ICT-šupported claššroom learning, dištance e- learning, hybrid, blended learning, šelf-paced, guided etc.). A theoretical framework for inclušive digital education waš created bašed on a literature review, šurvey and workšhopš, prešented in the following šectionš. 2.1. The literature review Firšt, a literature review waš conducted to (1) identify good practiceš for inclušive digital education, (2) identify the challengeš of inclušive digital education, and (3) identify the factorš that affect inclušive digital education. The aim waš to identify the relevant literature in journal paperš, articleš publišhed in conferenceš, reportš, and other relevant šourceš. The šearch waš conducted in different databašeš and šearch engineš, šuch aš Scientific databašeš: WoS, ScienceDirect, IEEExplore, ACM, Google Scholar, Search engineš: Google. The included literature waš in Englišh, dated from 2017 or newer. One hundred thirty-one literature unitš were identified and recorded. Bašed on the rešultš from the literature review, factorš that impact inclušive digital Figure 1: Category Leadership/ School's perspective education were defined and later validated with the help of a šurvey. 49 Definition of a Framework for Self-Evaluation Tool Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia Category Collaboration and Networking includes the • (6.5.) Everyone is made to feel welcome and following factors: treated with respect, • (2.1.) Progress review, • (6.6.) The partnership between staff and • (2.2.) Discussion on the use of technology, parents/careers, • (2.3.) Collaboration of HEI, local communities, • (6.7.) Students are equally valued, caregivers and parents, • (6.8.) Staff and students treat one another as • (2.4.) Synergies for Blended Learning, human beings, and discipline is based on mutual • (2.5.) Staff, governors, students and respect, parents/careers share a philosophy of inclusion, • (6.9.) The school arranges teaching groups so that • (2.6.) Teachers plan, teach and review in all students are valued, and differences are partnership and understood, • (2.7.) Encouraged collaboration and • (6.10.) Training and education on inclusiveness. communication between students and teachers. Category Assessment Practices/ Inclusion Assessment Category Infrastructure and Equipment/ Tools and includes the following factors: Technology includes the following factors: • (7.1.) Assessing skills, • (3.1.) Accessible infrastructure and tools, • (7.2.) Digital assessment, • (3.2.) Digital devices and assistive products for • (7.3.) Timely feedback, teaching, • (7.4.) Self-reflection on learning, • (3.3.) Internet Access, • (7.5.) Feedback to other students, • (3.4.) Technical Support, • (7.6.) Using data to improve learning, • (3.5.) Available digital devices and assistive • (7.7.) Evaluation metrics. products for learning, • (3.6.) Devices and assistive products for students, Category Student Digital Competence/ Student's • (3.7.) Measures to identify the digital divide, Perspective includes the following factors: • (3.8.) Support to address the digital divide, • (8.1.) Learning to communicate and • (3.9.) Bring your device and assistive products, • (8.2.) Digital skills across subjects. • (3.10.) Reduced physical barriers, • (3.11.) Assistive products, • 2.2. (3.12.) Online libraries, The survey • (3.13) Fairly distributed resources. Two šurveyš were conducted. The firšt šurvey waš conducted to acquire empirical evidence about teacherš’ Category Continuous Professional Development includes perceptionš of inclušive digital education in their claššroomš. the following factors: The šurvey waš conštructed bašed on the exišting literature, • (4.1.) Discussion of CPD needs, where we identified the mošt šignificant factorš that can • (4.2.) Participation in CPD activities, affect inclušive digital education (šuch aš Inclušive Digital • (4.3) Face-to-face or online sharing experiences Strategy and Policy for Empowering Inclušive Digital between staff. Education, Inclušive Digital Pedagogy & Supportive Culture and šimilar). Over 100 šurvey rešponšeš pošitively rated the Category Pedagogy: Supports and Resources includes the propošed framework, with moderate variability. The following factors: rešponšeš šuggešt that while many rešpondentš rated the • (5.1.) Online educational resources, indicatorš highly, there were diverše opinionš among the • (5.2.) Creating digital resources, participantš, particularly in areaš šuch aš Infraštructure and • (5.3.) Using virtual learning environments, Technology (IET) and Pedagogy: Implementation in the • (5.4.) Communicating with the school community, Claššroom (PIC), where variability waš šlightly higher. Theše • (5.5.) Open educational resources, findingš highlight areaš of štrength aš perceived by • (5.6.) Staff development activities help staff to rešpondentš and potential areaš for further improvement respond to student diversity, and targeted interventionš. The pošitive feedback on • (5.7.) Student difference is used as a resource for profeššional development, collaboration, and digital teaching and learning and competence underšcoreš the importance of continuing, • (5.8.) Staff develop resources to support learning šupporting and enhancing theše ašpectš within educational and participation. inštitutionš. The šecond šurvey waš conducted to acquire empirical evidence about študentš’ perceptionš of inclušive Category Pedagogy: Implementation in the classroom digital education. includes the following factors: Overall, the šurvey rešultš highlight štrong šatišfaction • (6.1.) Personalization according to students' with variouš dimenšionš of educational practice, particularly needs, in leaderšhip, collaboration, infraštructure, pedagogy, • (6.2.) Foštering študentš’ creativity, • aššeššment practiceš, and digital competence. The (6.3.) Engaging and motivating students, • conšištently high median šcoreš and excellent internal (6.4.) Student collaboration, conšištency acrošš indicatorš šuggešt that rešpondentš 50 Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia M. Pusnik et al. perceive theše areaš pošitively, reflecting well-implemented 4. Conclusion practiceš and šupportive educational environmentš. Thiš paper haš eštablišhed a comprehenšive framework 2.3. for a šelf-evaluation tool to optimize evaluation practiceš The co-creation workshops within HEIš, mainly promoting inclušive digital education. The framework iš dešigned to addrešš the dišparitieš that The framework co-creation workšhopš were dešigned became evident during the rapid digitalization of education, to refine and validate the framework for inclušive digital ešpecially thoše affecting študentš with Special Educational education, focušing on finalizing the key factorš and indicatorš. During the ten conducted workšhopš in variouš Needš and Dišabilitieš. By equipping HEIš with thiš European countrieš, participantš engaged in collaborative evaluative tool, the framework šeekš to create more dišcuššionš to šhape the framework'š layout, enšuring it equitable and adaptive learning environmentš that can accurately reflectš the needš and challengeš of inclušive better accommodate the diverše needš of all študentš. digital education. The workšhop'š outcomeš included the The future štageš of thiš work will involve the šyštematic creation of validated šelf-evaluation queštionnaireš and collection and claššification of at leašt 15 exemplary refining indicatorš that would later be ušed for the practiceš from five partner countrieš of the project in the development of the SET and micro-learning unitš. Theše domain of inclušive digital education. Theše practiceš will be online workšhopš played a critical role in fine-tuning the categorized according to the framework’š componentš— variableš and indicatorš that form the foundation of the šelf- šelf-evaluation toolš and e-learning materialš—and will be evaluation tool, enšuring they are both relevant and effective for HEIš. methodically documented ušing textual and multimedia formatš. Thiš iterative procešš will refine the framework and extend itš relevance and effectivenešš acrošš variouš 3. Self-evaluation tool based on the educational šettingš. Applying thiš framework iš expected to framework lead to improved learning outcomeš, promoting greater inclušivity and equity in higher education. A self-evaluation tool [5] was created based on the developed framework, which encompasses key factors and indicators of inclusive digital education. This tool is designed to serve as a practical guide for management and educators Acknowledgments within HEIs, enabling them to assess and identify strengths Thiš rešearch waš conducted within the activitieš of the and areas for improvement in their digital education and SET4Includion (Self-Evaluation Toolš for e-Inclušion in HEI) communication practices related to inclusion. In addition to project, co-funded by the Erašmuš+ Programme of the its evaluative function, integrated with an E-platform, the European Union. The authorš (Boš tjan S umak, Maja Puš nik, self-evaluation tool aims to raise awareness about the Katja Kouš) acknowledge the financial šupport from the importance of inclusive digital education among Slovenian Rešearch Agency (Rešearch Core Funding No. P2- stakeholders. The implementation of these practical tools, 0057). along with the provision of free learning opportunities through the E-platform, is expected to contribute References significantly to fostering more inclusive digital education [1] Pušnik, M., Kouš, K., Welzer Družovec, T., & Šumak, B. (2024). environments within HEIs. Identification and Analysis of Factors Impacting e-Inclusion in Higher Education. 308–317. https://doi.org/10.3233/faia231164 The results of the self-evaluation tool are presented in [2] P. Kampyliš and A. Sala, “Improving the digital capacity of šchoolš by (Figure 2). For each category, šuggeštionš on how to improve ušing the “SELFIE” tool for collective reflection,” Eur. J. Educ., vol. 58, no. 2, pp. 331–346, Jun. 2023. inclušion in HEI are provided, which are connected to micro- [3] C. Sahli Lozano, S. Wüthrich, J. S. Büchi, and U. Sharma, “The concernš learning unitš, one of the additional outputš of the project. about inclusive education scale: Dimensionality, factor structure, and development of a short-form version (CIES-SF),” Int. J. Educ. Reš., vol. 111, p. 101913, 2022. [4] N. Zahid, A. Jamil, and I. Nawaz, “Behavioral problemš and academics of children in inclusive education – A cross-šectional šurvey,” Heliyon, vol. 9, no. 2, p. e13496, Feb. 2023. [5] Self-evaluation tool: https://set4inclusion.eu/self-evaluation-tools/ Figure 2. Final results of the self-evaluation tool, based on the framework 51 Good practices in creating an inclusive environment in Education Institution Darja Ivanuša Kline José Carlos Neves Carla Sousa INUK inštitut CICANT CICANT Maribor, Slovenia Lusófona University Lusófona University darja.ivanusa.kline@inuk.si Lisbon, Portugal Lisbon, Portugal p1568@ulusofona.pt carla.patricia.sousa@ulusofona.pt Alfonso Infante Moro Neves Silvia Doratiotto Irfan Simsek Economía Financiera, International Department Hasan Ali Yücel Faculty of Contabilidad y Dirección de Istituto dei Sordi di Torino Education Operaciones Turin, Italy İstanbul University - Cerrahpaşa University of Huelva cooperation@istitutosorditorino.o Istanbul, Turkey Huelva, Spain rg irfan@iuc.edu.tr alfonso.infante@uhu.es Boštjan Šumak Maja Pušnik Faculty of Electrical Engineering Faculty of Electrical Engineering and Computer Science, University and Computer Science, University of Maribor of Maribor Maribor, Slovenia Maribor, Slovenia bostjan.sumak@um.si maja.pusnik@um.si Abstract / Povzetek 1 Introduction The shift toward digital education has created opportunities and challenges in ensuring inclusion for all students, especially for The digitization of education offers transformative potential to those with disabilities or special needs. To promote inclusivity in enhance student learning outcomes by providing flexible, digital education within higher education institutions (HEIs), the personalized learning opportunities. However, it also presents ERASMUS+ project SET4Inclusion initiated a Call for Good significant challenges, particularly for students with disabilities Practices, inviting educators and institutions to share effective or special needs who may face barriers if their diverse learning practices across various areas, such as leadership, infrastructure, requirements are not adequately addressed. As higher education and pedagogy. Out of 15 collected and evaluated good practices, institutions (HEIs) cater to an increasingly diverse student five exemplary practices were selected for their impact on population, ensuring that digital education is inclusive and fostering inclusive learning environments. This paper presents accessible to all students has become a critical priority. these five practices, offering insights and recommendations for To address this need, the ERASMUS+ project SET4Inclusion HEIs to enhance digital inclusivity in their educational offerings. was established to enhance inclusive digital education in higher Keywords / Ključne besede education. The project aims to foster environments where all learners feel valued, regardless of their abilities or needs. An Inclusion, digital education, inclusive pedagogy important initiative of the project was the Call for Good Practices, which invited educators and educational institutions to share examples of their inclusive digital practices. The call focused on Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed various areas, such as leadership, collaboration, infrastructure, for profit or commercial advantage and that copies bear this notice and the full professional development, pedagogy, and assessment, citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s). encouraging contributors to highlight how they prioritize Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia inclusion and adapt to diverse student needs. © 2024 Copyright held by the owner/author(s). http://doi.org/DOI_RECEIVED_AFTER_REVIEW 52 2 Good Practices This paper presents the best five practices identified through this evaluation process, offering insights and practical guidance To collect good practices on inclusive digital education, several for other institutions seeking to enhance their inclusive digital methodological steps were employed. A call for good practices education initiatives. Brief overview of these exemplary was developed and widely disseminated by all project partners, practices illustrates their potential to enhance an inclusive who translated and promoted the call to maximize reach across educational environment in higher education. different regions. A standardized template was developed to guide submissions, 2.1 “Inclusive Glossary of Mathematical Terms: ensuring consistency in how good practices were described, including details such as context, methodologies and lessons A Hybrid Pedagogical Tool for the Inclusive learned. A total of 15 submissions were received from four Education of Deaf and Hearing Children” countries, providing a diverse array of practices related to by José Carlos Neves, and Carla Sousa inclusive digital education. (Portugal) An online workshop was conducted with all project partners The Inclusive Glossary of Mathematical Terms (GIM) is an to present and discuss each submitted practice. This collaborative educational tool to support deaf children, particularly those using workshop served as a preliminary evaluation forum where Portuguese Sign Language (LGP). GIM combines physical cards participants could provide feedback and highlight key aspects of and digital videos to create a memory game that enhances each practice. mathematical learning through interactive play. It fosters Following the workshop, a detailed survey was created based inclusivity by allowing both deaf and hearing children to learn on the project's established factors and indicators for inclusive together. It is accessible online and includes an adaptation of digital education. This survey facilitated a systematic evaluation Brazilian Sign Language (LIBRAS). by all partners. GIM is designed for primary and preschool teachers and is The received practices were also categorized according to the user-friendly, requiring no advanced technical skills. Developed SET4Inclusion Digital Education Framework, aligning them through collaboration among experts in education, design, with specific inclusion areas such as leadership, collaboration, animation, and deaf culture, it ensures the content is relevant and technology, professional development, pedagogy, assessment, accessible. Teachers specializing in deaf and hard-of-hearing and student competence. Table 1 summarizes the distribution of (DHH) students contributed to the development and testing, practices across these categories. involving 120 children across three schools. The game has shown The data in the table indicate a broad distribution of practices positive impacts on student engagement and learning outcomes. across various inclusion areas, with a notable emphasis on The game integrates physical cards with animated videos pedagogical supports and resources, infrastructure and to illustrate mathematical concepts. These cards can be used with technology, and student digital competence. This distribution a mobile app that displays corresponding videos in LGP or suggests a balanced approach to inclusive digital education, LIBRAS, making it adaptable to different classroom settings. addressing both the technical and pedagogical aspects needed to The game’s components can be produced at low cost through create equitable learning environments. laser cutting or 3D printing or printed on paper for traditional use. Research supports GIM’s effectiveness in teaching mathematics and sign language to young children, particularly Table 1: Covered inclusion areas by received practices DHH students. However, further studies are needed to explore its application in various educational contexts and assess its long- Inclusion areas No. of practices term impact on learning. Leadership/School's perspective 60,0% Collaboration and Networking 2.2 “The Inclusive working group at Faculty of 33,3% Business UHU” by Alfonso Infante Moro Infrastructure and Equipment/Tools and Technology (Spain) 66,7% Continuous Professional Development Accessibility for individuals with specific needs in digital 60,0% education is a fundamental obligation for universities. Alfonso Pedagogy: Supports and Resources 86,7% Infante Moro, who leads the "special needs technical unit" at the Pedagogy: Implementation in the University of Huelva's Faculty of Business and Tourism, has classroom 53,3% been instrumental in promoting this principle. Since its Assessment Practices/Inclusion presentation at the 2021 International Congress of University and Assessment 26,7% Disability, the model continues to play a crucial role in ensuring Student Digital Competence/Student's inclusive education at the university level. Under Infante's leadership, the faculty advocates for all students' right to access Perspective 66,7% higher education and emphasizes the necessity of digital Other areas 6,7% accessibility provisions. Spanish regulations, such as the Ley General de Derechos This approach ensured a robust and systematic process for de las Personas con Discapacidad (General Law on the Rights of identifying, evaluating, and categorizing good practices in Persons with Disabilities, 2013) and the Plan de Acción para las inclusive digital education, promoting the exchange of effective Personas con Discapacidad (Action Plan for Persons with strategies across diverse educational contexts. Disabilities, 2014-2020), highlight the importance of inclusivity 53 in higher education. However, the digital aspects of accessibility Agency, Yetam XR develops 3D virtual technologies tailored for still require significant attention to ensure that all students can academic and industrial applications. The centre offers fully participate. The University of Huelva's Faculty of Business educational programs in 3D modelling, visual design, animation, has addressed these needs by organizing educational technology and Unity programming, ranging from beginner to advanced conferences focusing on inclusion and diversity. A dedicated levels, equipping participants with theoretical and practical skills working group led by Alfonso Infante promotes inclusive for the professional use of VR and AR technologies. practices and classroom accessibility, supporting students across Yetam XR integrates advanced technologies into various degree levels through tailored adaptations and educational environments, transforming traditional learning with collaboration with clinical health specialists. immersive and interactive content. The centre prioritizes Innovative digital tools, such as synchronous subtitles, inclusivity, ensuring its educational tools are accessible and have been implemented to support students with hearing adaptable to diverse learning needs. Equipped with state-of-the- impairments, benefiting a broader student population. art VR headsets and 3D modelling tools, Yetam XR provides a Approximately 0.3% of the faculty’s students require specific high-quality digital learning experience. educational support, and efforts continue to enhance their digital The centre’s projects include the Virtual Factory learning experiences. Beyond the University of Huelva, Infante Simulation, hands-on experience with virtual industrial advocates for a standardized system of inclusive practices across machines, and the Basic First Aid VR Project, which trains European universities. His work contributes to developing a students in emergency response. Additionally, the Occupational Standards Guide for the Inclusion of University Students with Health and Safety Project educates workers and students on Disabilities, aimed at improving access and support for students safety through VR simulations of hazardous situations, providing in the digital era. valuable real-world experience in a safe environment. While Yetam XR has successfully enhanced education 2.3 “EcoDigi: A Practice for Sustainable Digital with immersive technologies, challenges remain, such as limited Transformation in Adult Education” by access to VR equipment for some students. There is also a need Silvia Doratiotto (Italy) to develop more inclusive content for students with disabilities. Future plans include expanding educational content, increasing EcoDigi is an initiative to promote digital transformation in adult collaborations with schools and industry partners, and refining education while prioritizing environmental sustainability and programs to meet evolving needs based on feedback from inclusivity. The project supports the development of digital educators and students. readiness in an eco-friendly and accessible way, addressing the needs of adult learners, including those with disabilities or 2.5 “INTUX - Introducing training on user special needs. EcoDigi emerged in response to the growing reliance on digital platforms during the COVID-19 pandemic, Testing with people with disabilities into UX recognizing both the opportunities for inclusion and the need to design and related higher education minimize environmental impact. The project helps educators and program” by Boštjan Šumak, Maja Pušnik institutions adopt more sustainable and inclusive practices by and Katja Kous (Slovenia) providing self-assessment tools, teaching materials, and guides. The INTUX project, "Introducing training on user Testing with The initiative targets a broad audience, including adult people with disabilities into UX design and related higher learners, educators, specialists, and NGOs involved in education education programs", focuses on making UX design education and sustainability. Through specialized training, EcoDigi will more inclusive by integrating accessibility into user testing. The create a pool of skilled trainers across partner countries, project addresses a gap in UX design practices, where people strengthening the capacity of adult education providers to act as with disabilities are often excluded from testing, leading to leaders in their communities. The project will produce several products that do not fully meet their needs. vital resources, including a self-assessment tool, a report on best A vital outcome of the project is a specialized training practices, an online platform, and guidelines for creating green course for UX design students, teaching them how to conduct and accessible education. user testing with people with disabilities. This course is EcoDigi also plans to host webinars and organize an supported by a handbook for university staff, guiding the creation international conference to promote the exchange of good of more inclusive teaching environments. This ensures that practices across partner countries. The initiative aims to ensure students are prepared to design accessible products and meet the that digital transformation in adult education is sustainable and challenges they will face as professionals. inclusive, contributing to a greener and more equitable digital The project also develops a framework to integrate these society in Europe. training modules into UX design programs, embedding accessibility into the curriculum. Additionally, it empowers 2.4 “Innovative XR Technologies Research and people with disabilities by educating them about their rights in Development Center (YETAM-XR)” by user testing and encouraging their active participation in the Irfan Simsek (Turkey) design process. The Innovative XR Technologies Research and Development For higher education institutions, INTUX enriches Center (Yetam XR) at Istanbul University-Cerrahpaşa, led by educational programs by incorporating inclusive practices. By Associate Professor Irfan Simsek, focuses on advancing virtual adopting the training modules and recommendations, institutions reality (VR) and augmented reality (AR) technologies in ensure that their students graduate with the skills to design education and industry. Supported by the Istanbul Development 54 accessible products and services, aligning with growing societal technological solutions with pedagogical innovation and and professional expectations for inclusion and accessibility. collaboration among educators. As digital education continues to evolve, the insights and recommendations drawn from these good practices provide a valuable roadmap for higher education 3 Conclusion institutions aiming to enhance their inclusivity efforts. Future The ERASMUS+ project SET4Inclusion has emphasized the research should continue to explore the scalability and critical importance of fostering inclusive digital education adaptability of these practices across different educational environments within higher education institutions. By contexts, ensuring that all students, regardless of their systematically collecting and evaluating a diverse range of good backgrounds or abilities, have equitable access to high-quality practices, the project has illuminated various strategies and tools digital education. that can effectively address the needs of all learners, particularly those with disabilities or special needs. The five exemplary good Acknowledgments / Zahvala practices presented in this paper highlight innovative approaches This paper was prepared based on the results of the ERASMUS+ to creating accessible learning environments, from hybrid SET4Inclusion project: Self-Evaluation Tools for e-Inclusion in pedagogical tools that integrate digital and physical elements to Higher Education Institutions. Therefore, we would like to enhance mathematical understanding, to comprehensive express our sincere gratitude to all the authors who contributed frameworks that address multiple dimensions of inclusivity such their valuable practices in response to our call and to everyone as leadership, pedagogy, and technology infrastructure. involved in the successful development of the project. These findings suggest that successful inclusive digital education requires a holistic approach that combines Note that there is a section break at the end of references to balance the columns (and this text is a part of the new section). If you have no space left at the end of your paper, you can delete it. 55 Technological Speech Adaptation for Professional Work as a Lawyer and Law Professor: A Case of a Patient with Multiple Sclerosis Sara Ahlin Doljak European law faculty New University Nova Gorica, Slovenia sara.ahlin-doljak@epf.nova-uni.si Abstract The aim of this research is to evaluate the effectiveness of these tools in supporting her professional activities and to explore the This paper presents a case study of a female patient with multiple strategies she employed to overcome the physical limitations sclerosis (MS) who has successfully adapted to the challenges of imposed by MS. By examining her journey, the study her condition through the use of advanced assistive technologies. underscores the importance of resilience, adaptability, and the Focusing on the use of speech-generating devices and predictive integration of technology in enabling individuals with disabilities text software, this study highlights the practical applications of to remain active in high-demand professions. these tools in supporting her career as a lawyer and lecturer. The The paper is organized as follows: Section 2 describes the findings underline the critical role of technology in maintaining methods used, including the case study approach and data professional roles and the patient’s resilience in overcoming collection techniques. Section 3 presents the results of the study, significant physical disabilities. with discussions on communication methods, technological advancements, and adaptive strategies. The conclusion offers Keywords insights into the potential for future technological developments Speech-generating device, AAC technology, communication to further enhance the quality of life for individuals with severe methods, SwiftKey, mobility, voice disabilities. 1 Introduction 2 Empirical Research Procedure Multiple sclerosis (MS) is a chronic, progressive neurological condition that affects the central nervous system, leading to a 2.1 Problem Definition and Purpose wide range of physical and cognitive impairments. Among these, The primary problem addressed in this empirical research is communication difficulties are common, particularly in cases understanding how a patient with a 12-year diagnosis of multiple where the disease progression results in the need for a sclerosis (MS), who has a tracheostomy and is unable to speak, tracheostomy, as it impairs the patient’s ability to speak [1]. This has adapted to her professional roles as a lawyer and lecturer. The paper presents a case study of a female patient with MS who, study also seeks to evaluate the role that assistive technologies despite facing severe communication barriers due to a play in enabling her to maintain her professional activities tracheostomy and loss of speech, has successfully adapted to the despite severe physical limitations. The purpose of this research challenges of her condition through the use of advanced assistive is to explore both the emotional and practical aspects of her technologies. adaptation process, providing insights into the benefits and The central focus of this study is on speech-generating limitations of technological interventions in helping her continue devices and predictive text software, specifically the Tobii to work in high-demand professional environments. Dynavox i-16 and Microsoft SwiftKey, and their role in enabling the patient to maintain her dual professional roles as a lawyer and 2.2 Objective of the Empirical Research a lecturer. These technologies, part of the broader category of The objective of this empirical research is to identify the key Augmentative and Alternative Communication (AAC) systems, strategies and tools that allow a person with severe MS to adapt have been demonstrated to significantly improve communication to and continue working in professional settings. The study capabilities for individuals with severe speech impairments [2]. focuses on understanding how the patient copes with the limitations imposed by her condition and examines the impact of Permission to make digital or hard copies of part or all of this work for personal or assistive technologies on her ability to perform her professional classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full tasks. Specifically, the research aims to: citation on the first page. Copyrights for third-party components of this work must • Investigate how the participant has adapted emotionally and be honored. For all other uses, contact the owner/author(s). Information Society 2024, 7–11 October 2024, Ljubljana, Slovenia practically to her condition, focusing on her mindset, routines, © 2024 Copyright held by the owner/author(s). and coping mechanisms. https://doi.org/10.70314/is.2024.DIGIN.14 • Identify the technological interventions that facilitate her ability to work as a lawyer and lecturer, with a particular focus 56 on the use of assistive devices like speech-generating tools and 2.3.4 Participants predictive text software. A single female participant with a 12-year diagnosis of MS, who • Analyse the practical implementations and challenges of has a tracheostomy and is unable to speak, was selected for this using assistive technologies in real-world professional settings case study. This unique case allows for an in-depth exploration such as courtrooms and lecture halls. of her adaptation to her condition and the role of assistive technologies in her professional life. The personalized focus on 2.3 Methodology one participant enabled a detailed examination of her This research employs a qualitative case study methodology, experiences, providing valuable insights that might be diluted in chosen for its suitability in exploring complex real-life a study involving multiple participants. phenomena, particularly when the boundaries between the phenomenon and its context are not clearly evident [3]. The case study focuses on a single participant-a female patient with a 12- 3 Results year diagnosis of MS, who has a tracheostomy and is unable to The collected data refers to the information gathered during the speak-allowing for an in-depth analysis of her experiences, study on how the patient adapted to her condition and utilized adaptations, and the role of assistive technologies in her various assistive technologies to maintain her professional roles. professional life. This data was gathered through comprehensive interviews, observations, and assessments of the tools she used, such as the 2.3.1 Procedure Tobii Dynavox speech-generating device and Microsoft The study involved data collection through in-depth interviews SwiftKey predictive text software. with the participant and systematic observations of her professional activities, including lectures and court sessions. These methods provided firsthand insights into how assistive technologies are applied in her day-to-day life, allowing for a detailed exploration of their practical uses and effectiveness [4]. 2.3.2 Measuring Instruments The effectiveness of various assistive technologies was assessed using several tools, chosen based on their role in aiding communication and mobility. Key instruments included: • Speech-Generating Device (Tobii Dynavox i-16): Used to convert text to speech, this device was analysed for its usability, customization options, and reliability in different professional environments [5]. • Predictive Text Software (Microsoft SwiftKey): Evaluated for its predictive capabilities, learning curve, and integration with other devices, focusing on its efficiency in aiding communication [6]. • Augmentative and Alternative Communication (AAC) Systems: These systems were analysed for their speed, accuracy, and user-friendliness during interactive professional sessions [7]. 2.3.3 Research Questions Figure 1: Tobii Dynavox i-110, dry-erase board and Tobii The following research questions guided the investigation: Dynavox i-16 (All photos are from the personal archive of • How has a patient with MS adapted to her professional roles the participant of the study) as a lawyer and lecturer? The study explores the emotional and The data were analysed to identify recurring themes related practical strategies the participant employed to adjust to her to the efficacy of these technological aids, challenges condition and continue working. It aims to reveal how she encountered, and their overall impact on her professional life as overcame challenges, adjusted her routines, and adopted new a lawyer and lecturer. The results aim to provide insights into tools to maintain her career. how the assistive technologies supported her communication and • What technological interventions have facilitated her work, as well as the practical implementations of these tools. continuation as a lawyer and lecturer? The research identifies key technological aids, such as speech-generating devices and 3.1 Early Communication Methods predictive text software, that assist her in communicating effectively and performing professional tasks. Initially, the participant's primary channel of communication was • What are the practical implementations and challenges the dry-erase board. Because she could not speak, she used the associated with the assistive technologies she utilizes? This avenue to document (write) her cases or notes, which was question addresses the real-world applications of the assistive effective then, especially in classrooms. The students acquired technologies, evaluating both their strengths and limitations in comprehensive notes, which allowed them to gain vast various professional settings like courtrooms and classrooms. knowledge of European law. A dry-erase board is an effective interactive teaching tool, considering that lecturers can project notes to help students understand complex concepts [8]. 57 However, this approach was slow and laborious. However, this out her speech using the predictive text system. This technology approach was slow and laborious, leading to delays in covering gives her enough notes and follow-up assignments or questions the syllabus and impacting the efficiency of her work. to engage the classroom. Narang et al. (2022) noted that an open Additionally, within a few weeks, she lost the ability to write discussion forum is an evidence-based strategy that bolsters with her right arm, necessitating the search for alternative students’ engagement and awareness of the coursework [14]. communication methods. This early phase is illustrated in Figure During interactive sessions, she utilized augmentative and 1, which shows the Tobii Dynavox i-110, dry-erase board, and alternative communication (AAC) systems to compose feedback, Tobii Dynavox i-16. although this process required patience from the audience due to time delays. Despite these challenges, her lectures remained 3.2 Technological Advancements thorough and engaging. The improvement in technology made communication easier for her. Kumar et al. (2019) and Unwin (2017) asserted that 3.4 Evolution and Adaptation technology enables instant communication, irrespective of Since the onset of her condition, she has realized the significance geographical limitations [9, 10]. Kumar et al. (2023) and Sahoo of transforming and adapting to the emerging life changes and and Choudhury (2023) added that applications, software, and latest technologies. Cahill (2020), Singh (2021), and voice-controlled devices (wheelchairs), which are elements of Sampathkumar (2020) argued that change is inevitable, the latest technologies, facilitate easier communication with MS warranting individuals to modify their behaviours or actions to patients, illustrating their criticality in her life [11, 12]. Mainly, succeed [15, 16, 17]. She actively researched and adopted new she uses a speech-generating device that converts text to speech. systems to facilitate communication, recognizing the importance She controls the narration by typing on the keyboard of Tobii of evolving alongside technological developments. Dynavox i-16. In addition, she uses Microsoft SwiftKey, a The evolution of AAC technology has been particularly predictive text software, to improve her communication speed, beneficial, reflecting advancements in both hardware and ensuring that she is competitive in class and court. Google Inc. software that support her ability to communicate sophisticated (n.d.) stated that SwiftKey is an intelligent keyboard that learns ideas and engage professionally. Her current use of the Tobii a person’s writing style to hasten writing [13]. These tools Dynavox i-16 in her daily professional life, at both work and enabled her to communicate more efficiently, maintaining home, is shown in Figure 3. competitiveness in her professional roles. A real-world example of her using the Tobii Dynavox i-110 and i-16 in public is shown in Figure 2. Figure 3: A patient with MS uses the Tobii Dynavox i-16 nowadays at work and home (All photos are from the Figure 2: A patient with MS in public with Tobii Dynavox i- personal archive of the participant of the study) 110 and i-16 (All photos are from the personal archive of the participant of the study) 4 Conclusion 3.3 Lecturing Strategies and Public Engagement This study examined how a patient with multiple sclerosis The technologies mentioned above play an integral role in the adapted to her condition to continue her professional roles as a preparation and execution of her lectures. She is an organized lawyer and lecturer. The findings address the research questions individual who prefers to define the lecture’s content and prepare as follows: in advance. Thus, a few days prior to a class, she usually types 58 The patient adjusted her mindset and routines to intervention goals and use of technology. Seminars in Speech and accommodate her physical limitations. She demonstrated Language, 29, 2 (2008), 83–91. DOI: 10.1055/s-2008-1080754. [3] Robert K. Yin. 2018. Case Study Research and Applications: Design and resilience by seeking alternative methods to fulfil her Methods . SAGE Publications. professional responsibilities, including extensive preparation and [4] Sharan B. Merriam. 1998. Qualitative Research and Case Study Applications in Education. Jossey-Bass Publishers the use of assistive technologies. Her determination enabled her [5] TD I-16 Gaze Interaction. Accessed September 9, 2024 from to overcome initial setbacks and maintain her career. https://linkassistive.co.nz/product/td-i-16-gaze-interaction-2/ Key technological aids, such as the Tobii Dynavox i-16 [6] Microsoft. How does the Microsoft SwiftKey Prediction Bar work? Accessed September 9, 2024, from https://support.microsoft.com/en- speech-generating device and Microsoft SwiftKey predictive text au/topic/how-does-the-microsoft-swiftkey-prediction-bar-work-2fbbac0f- software, were instrumental in facilitating her communication. ad7e-490d-bc92-2eb4538a3f3d [7] Katherine C. Hustad, Kirsten Keppner, Amanda Schanz and Alycia Berg. These tools supported her professional tasks by compensating for 2008. Augmentative and alternative communication for preschool children: her lost abilities, allowing her to prepare lectures, engage with intervention goals and use of technology. Semin Speech Lang. 2008 May; students, and represent clients effectively. 29, 2 (2008), 83–91. DOI: 10.1055/s-2008-1080754. PMID: 18645910; PMCID: PMC2493612. The assistive technologies were implemented in real-world [8] Idoghor Uduak and Rebecca Oluwayimika Kasumu. 2022. The use of settings, such as classrooms and courtrooms. While they interactive whiteboards for teaching and learning in tertiary institutions. International Journal of Trendy Research in Engineering and Technology significantly enhanced her communication capabilities, 6, 6 (2022): 28–33. https://doi.org/10.54473/IJTRET.2022.6606 challenges included the slower pace of real-time interactions and [9] Sachin Kumar, Prayag Tiwari and Mikhail Zymbler. 2019. Internet of Things is a revolutionary approach for future technology enhancement: a the need for audience patience during interactive sessions. review. Journal of Big Data 6, 1 (2019): 1–21. Technical issues and the learning curve associated with new https://link.springer.com/article/10.1186/s40537-019-0268-2%23article- devices also presented obstacles. Nonetheless, these technologies info [10] Tim Unwin. 2017. Reclaiming information and communication succeeded in enabling her to continue her professional activities. technologies for development. Oxford University Press, 2017. In conclusion, the case study underscores the critical role of [11] Sravan Kumar, Pamanji Deepika, Mahamad Farzana, Ojja Kaveri, Kumari Preethi and Pemmaraju Bharati Sai Sailaja. 2023. A Real-time Voice advanced assistive technologies in supporting individuals with Controlled Wheelchair for Specially Abled People. Turkish Journal of severe disabilities to maintain their professional roles. The Computer and Mathematics Education (TURCOMAT) 14, 2 (2023): 742– patient's experience highlights the importance of adaptability. 751. https://doi.org/10.17762/turcomat.v14i2.13729. [12] Sushil Kumar Sahoo and Bibhuti Bhusan Choudhury. 2023. Voice- activated wheelchair: An affordable solution for individuals with physical disabilities. Management Science Letters 13, 3 (2023): 175–192. https://doi.org/10.5267/j.msl.2023.4.004 Acknowledgments [13] Microsoft Corporation. SwiftKey Keyboard. Version 9.10.15.5. Google Play Store. Accessed September 9, 2024 from The author would like to express sincere gratitude to the https://play.google.com/store/apps/details?id=com.touchtype.swiftkey&hl participant for her cooperation and invaluable insights shared =en&pli=1 [14] Unnati Narang, Manjit S. Yadav and Aric Rindfleisch. 2022. The “idea throughout this study. Special thanks are also extended to the advantage”: How content sharing strategies impact engagement in online European Law Faculty at New University, Slovenia, for their learning platforms. Journal of Marketing Research 59, 1 (2022): 61–78. support in facilitating the research. https://doi.org/10.1177/00222437211017828 [15] Naomi Cahill. 2020. Change is inevitable… Canadian Journal of Dietetic Practice and Research 81, 4 (2020): 169–169. https://doi.org/10.3148/cjdpr-2020-036 References [16] Divya Singh. 2021. Change is inevitable. Just Africa 6, 1 (2021), 4–5. Accessed September 9, 2024 from https://hdl.handle.net/10520/ejc- [1] Ilana Katz Sand. 2015. Classification, diagnosis, and differential diagnosis ajcj_v6_n1_a1 of multiple sclerosis. Current Opinion in Neurology, 28, 3 (2015), 193–205. [17] Arkalgud Sampathkumar. 2020. Change is inevitable. Asian [2] Katherine C. Hustad, Kirsten Keppner, Amanda Schanz and Alycia Berg. Cardiovascular and Thoracic Annals 28, 1 (2020): 5–6. 2008. Augmentative and alternative communication for preschool children: https://doi.org/10.1177/0218492319897805 59 60 Indeks avtorjev / Author index Ahlin Doljak Sara ......................................................................................................................................................................... 56 Balas Marius ................................................................................................................................................................................. 18 Balas Valentina ............................................................................................................................................................................ 18 Čakš Peter....................................................................................................................................................................................... 7 Can Tuncer ................................................................................................................................................................................... 45 Carlos Neves José......................................................................................................................................................................... 52 Cerovec Bogdan ........................................................................................................................................................................... 26 Correia Sergio ........................................................................................................................................................................ 18, 34 Cunha Ana .................................................................................................................................................................................... 34 Debevc Matjaž ............................................................................................................................................................................. 30 Demšar Jani .................................................................................................................................................................................. 11 Dolza Enrico ................................................................................................................................................................................. 48 Doratiotto Silvia ........................................................................................................................................................................... 52 Forte Mateja ................................................................................................................................................................................. 15 Gallo Florian ................................................................................................................................................................................ 48 Göksu Hüseyin ............................................................................................................................................................................. 45 Horvat Laura .................................................................................................................................................................................. 7 Infante Moro Neves Alfonso ........................................................................................................................................................ 52 Ivanuša Kline Darja ...................................................................................................................................................................... 52 Juvan Žana ................................................................................................................................................................................... 22 Košir Andrej ................................................................................................................................................................................. 38 Košir Janja .................................................................................................................................................................................... 38 Košir Katja ................................................................................................................................................................................... 30 Kous Katja .................................................................................................................................................................................... 48 Kožuh Ines ..................................................................................................................................................................................... 7 Leandro Isabel .............................................................................................................................................................................. 42 Lovrenčič Držanič Irena ................................................................................................................................................................. 7 Lovrić Marina ......................................................................................................................................................................... 11, 15 Marmol Marta .............................................................................................................................................................................. 42 Maver Nuša .................................................................................................................................................................................. 30 Pečnik Klemen ............................................................................................................................................................................. 22 Pušnik Maja ...................................................................................................................................................................... 34, 48, 52 Rad Dana ...................................................................................................................................................................................... 18 Rad Gavril .................................................................................................................................................................................... 18 Rener Roman .......................................................................................................................................................................... 11, 15 Simsek Irfan ........................................................................................................................................................................... 45, 52 Sousa Carla ................................................................................................................................................................................... 52 Šumak Boštjan ................................................................................................................................................................. 34, 48, 52 Zaletelj Janez ................................................................................................................................................................................ 38 61 Digitalna vključenost v informacijski družbi Digital Inclusion in Information Society Urednika > Editors: Matjaž Debevc, Ines Kožuh Document Outline 02 - Naslovnica - notranja - H - DRAFT 03 - Kolofon - H - DRAFT 04 - IS2024 - Predgovor 05 - IS2024 - Konferencni odbori 07 - Kazalo - H 08 - Naslovnica - notranja - H - DRAFT 09 - Predgovor podkonference - H 10 - Programski odbor podkonference - H 11 - Prispevki - H IS2024_-_DIGIN_paper_01 IS2024_-_DIGIN_paper_02 IS2024_-_DIGIN_paper_03 IS2024_-_DIGIN_paper_04 The Moore’s Laws and Education Psychological Theories Explaining the Phenomenon Cognitive Load Theory Self-Determination Theory Information Processing Theory Complex Adaptive Systems Theory Concrete Inclusion Measures Improving the Bologna Process Application Visual Representation of Knowledge The Top-Down Approach Conclusion References IS2024_-_DIGIN_paper_05 Abstract 1 Introduction 2 Technical Aspects of Sign Language Dictionaries 2.1 History and Development 2.2 Advantages 2.3 Key Features 3 User Centered Design and Evaluations 3.1 Target Users 3.2 Evaluation Studies 3.3 Guidelines and Importance 4 Conclusions Acknowledgements IS2024_-_DIGIN_paper_06 IS2024_-_DIGIN_paper_07 IS2024_-_DIGIN_paper_08 Abstract 1 Introduction 2 Factors for Inclusive Digital Education as Building Blocks 3 The Micro-Learning Units Package 4 Conclusion IS2024_-_DIGIN_paper_09 Abstract 1 Introduction 1.1 Aims of the student segmentation 2 State of the art 2.1 User segmentation 2.2 Operacionalisation 2.3 Unsupervised clustering for user segmentation 3 Materials and methods 3.1 Operacionalisation and existing instruments 3.2 Participants and data collection 3.3 Unsuprvised clustering for user segment determination 4 Experimental results 4.1 Student data 4.2 Basic statistics 4.3 Aspect Q1: Technology and overcoming study barriers 4.4 Aspect Q2: Technology and study outcomes 4.5 Q3: ICT and Study Obligations 5 Conclusions and discussions Acknowledgments IS2024_-_DIGIN_paper_10 IS2024_-_DIGIN_paper_11 IS2024_-_DIGIN_paper_12 IS2024_-_DIGIN_paper_13 IS2024_-_DIGIN_paper_14 12 - Index - H Blank Page Blank Page 11 - Prispevki - H.pdf IS2024_-_DIGIN_paper_01 IS2024_-_DIGIN_paper_02 IS2024_-_DIGIN_paper_03 IS2024_-_DIGIN_paper_04 The Moore’s Laws and Education Psychological Theories Explaining the Phenomenon Cognitive Load Theory Self-Determination Theory Information Processing Theory Complex Adaptive Systems Theory Concrete Inclusion Measures Improving the Bologna Process Application Visual Representation of Knowledge The Top-Down Approach Conclusion References IS2024_-_DIGIN_paper_05 Abstract 1 Introduction 2 Technical Aspects of Sign Language Dictionaries 2.1 History and Development 2.2 Advantages 2.3 Key Features 3 User Centered Design and Evaluations 3.1 Target Users 3.2 Evaluation Studies 3.3 Guidelines and Importance 4 Conclusions Acknowledgements IS2024_-_DIGIN_paper_06 IS2024_-_DIGIN_paper_07 IS2024_-_DIGIN_paper_08 Abstract 1 Introduction 2 Factors for Inclusive Digital Education as Building Blocks 3 The Micro-Learning Units Package 4 Conclusion IS2024_-_DIGIN_paper_09 Abstract 1 Introduction 1.1 Aims of the student segmentation 2 State of the art 2.1 User segmentation 2.2 Operacionalisation 2.3 Unsupervised clustering for user segmentation 3 Materials and methods 3.1 Operacionalisation and existing instruments 3.2 Participants and data collection 3.3 Unsuprvised clustering for user segment determination 4 Experimental results 4.1 Student data 4.2 Basic statistics 4.3 Aspect Q1: Technology and overcoming study barriers 4.4 Aspect Q2: Technology and study outcomes 4.5 Q3: ICT and Study Obligations 5 Conclusions and discussions Acknowledgments IS2024_-_DIGIN_paper_10 IS2024_-_DIGIN_paper_11 IS2024_-_DIGIN_paper_12 IS2024_-_DIGIN_paper_13 IS2024_-_DIGIN_paper_14 Blank Page Blank Page