2026
Book
Open Access
Design manual for accessibility and the inclusive use of cultural heritage: from human functioning to the functioning of cultural places
Bernacchia Monica, Biocca Luigi, Buzzi Marina, Capirci Olga, Caponera Federica, Carella Giuseppina, Ceccarani Patrizia, Cetorelli Gabriella, Contardi Anna, Della Fina Valentina, Di Renzo Alessio, Filetici Maria Grazia, Galesi Giulio, Genta Chiara, Gervasio Carmine Fernando, Grassini Aldo, Guido Manuel Roberto, Leporini Barbara, Luongo Mariajosè, Maglorio Massimo, Marino Carmen, Mezzelani Alessandra, Montuschi Carla, Pagano Alfonsina, Papi Luca, Pennacchi Barbara, Pietroni Eva, Ricci Enrico, Rossini Mauro, Russo Francesco Paolo, Schiavone Elisabetta, Schivo Flavia, Scianna Andrea, Trasatti Annalisa, Zanut Stefano
The English-language version of the Manual, presented in an expanded edition in March 2026, represents an update of the volume with two appendices that are part of the institutional series of Policy Briefs of the Department of Human and Social Sciences, Cultural Heritage (DSU) of the National Research Council (CNR). This new edition, in addition to gathering the salient aspects of "universal design," starting from the concept of the functioning of individuals to the functioning of cultural places, presents additional current aspects through documents that summarize the results of research on relevant topics and their implications for policy and social debate. In the first addendum, the choice was to explore the issues of appropriate, respectful, and correct language regarding accessibility based on Legislative Decree 62/2024, centered on a "Person First" vision, as enshrined by the World Health Organization (2001) and the Convention on the Rights of Persons with Disabilities (2006). The second document proposes an integrated approach to accessible trails, understood as landscape experiences to be enjoyed independently and safely, capable of meeting the needs of each individual
Bernacchia Monica, Biocca Luigi, Buzzi Marina, Capirci Olga, Caponera Federica, Carella Giuseppina, Ceccarani Patrizia, Cetorelli Gabriella, Contardi Anna, Della Fina Valentina, Di Renzo Alessio, Filetici Maria Grazia, Galesi Giulio, Genta Chiara, Gervasio Carmine Fernando, Grassini Aldo, Guido Manuel Roberto, Leporini Barbara, Luongo Mariajosè, Maglorio Massimo, Marino Carmen, Mezzelani Alessandra, Montuschi Carla, Pagano Alfonsina, Papi Luca, Pennacchi Barbara, Pietroni Eva, Ricci Enrico, Rossini Mauro, Russo Francesco Paolo, Schiavone Elisabetta, Schivo Flavia, Scianna Andrea, Trasatti Annalisa, Zanut Stefano
The English-language version of the Manual, presented in an expanded edition in March 2026, represents an update of the volume with two appendices that are part of the institutional series of Policy Briefs of the Department of Human and Social Sciences, Cultural Heritage (DSU) of the National Research Council (CNR). This new edition, in addition to gathering the salient aspects of "universal design," starting from the concept of the functioning of individuals to the functioning of cultural places, presents additional current aspects through documents that summarize the results of research on relevant topics and their implications for policy and social debate. In the first addendum, the choice was to explore the issues of appropriate, respectful, and correct language regarding accessibility based on Legislative Decree 62/2024, centered on a "Person First" vision, as enshrined by the World Health Organization (2001) and the Convention on the Rights of Persons with Disabilities (2006). The second document proposes an integrated approach to accessible trails, understood as landscape experiences to be enjoyed independently and safely, capable of meeting the needs of each individual
See at:
CNR IRIS 
| www.dsu.cnr.it | CNR IRIS 
2026
Journal article
Open Access
Stem education and ICT-enhanced tools for students with disabilities: a five-year review
Pieriboni Giuditta, Buzzi Marina, Leporini Barbara
Education is a universal right that must include anyone. However, students with disabilities often experience significant challenges, obstacles, and frustration when interacting with digital tools and systems, particularly when performing STEM (Science, Technology, Engineering, Mathematics) education paths. This review investigates the current state of ICT-enhanced tools designed to support inclusive STEM education, focusing on the use of applications, systems, games, robots, and platforms aimed at supporting students with disabilities. While the literature reveals growing interest and numerous theoretical frameworks, there remains a lack of concrete, widely adopted applications and systems. Our results highlight the potential of Artificial Intelligence (AI), especially generative AI, in enabling personalized, accessible, and engaging learning experiences conform to the Universal Design for Learning (UDL) principles. However, the full potential of AI in inclusive education is still in its infancy and needs to be further discovered. Co-design with educators, stakeholders, and individuals with disabilities would be essential to accelerate this progress and ensure that future education technologies and systems are truly tailored and suitable for all students, regardless of their abilities and preferences. Digital tools must meet the needs of diverse populations with different disabilities to guarantee equal access to education, while engaging, motivating, and empowering students in science and technology.Source: UNIVERSAL ACCESS IN THE INFORMATION SOCIETY, vol. 25 (issue 1)
DOI: 10.1007/s10209-025-01282-8
Metrics:
Pieriboni Giuditta, Buzzi Marina, Leporini Barbara
Education is a universal right that must include anyone. However, students with disabilities often experience significant challenges, obstacles, and frustration when interacting with digital tools and systems, particularly when performing STEM (Science, Technology, Engineering, Mathematics) education paths. This review investigates the current state of ICT-enhanced tools designed to support inclusive STEM education, focusing on the use of applications, systems, games, robots, and platforms aimed at supporting students with disabilities. While the literature reveals growing interest and numerous theoretical frameworks, there remains a lack of concrete, widely adopted applications and systems. Our results highlight the potential of Artificial Intelligence (AI), especially generative AI, in enabling personalized, accessible, and engaging learning experiences conform to the Universal Design for Learning (UDL) principles. However, the full potential of AI in inclusive education is still in its infancy and needs to be further discovered. Co-design with educators, stakeholders, and individuals with disabilities would be essential to accelerate this progress and ensure that future education technologies and systems are truly tailored and suitable for all students, regardless of their abilities and preferences. Digital tools must meet the needs of diverse populations with different disabilities to guarantee equal access to education, while engaging, motivating, and empowering students in science and technology.Source: UNIVERSAL ACCESS IN THE INFORMATION SOCIETY, vol. 25 (issue 1)
DOI: 10.1007/s10209-025-01282-8
Metrics:
See at:
CNR IRIS | link.springer.com | CNR IRIS
2026
Conference article
Open Access
Advancements in Artificial Intelligence and Computer Vision for Biomedical Applications @SI-Lab
Marco Cafiso, Andrea Carboni, Claudia Caudai, Sara Colantonio, Francesco Conti, Mario D’acunto, Said Daoudagh, Giulio Del Corso, Riccardo Del Gratta, Danila Germanese, Giacomo Ignesti, Gianmarco Lazzini, Giuseppe Riccardo Leone, Barbara Leporini, Massimo Magrini, Massimo Martinelli, Davide Moroni, Ali Reza Omrani, Francesca Pardini, Maria Antonietta Pascali, Paolo Paradisi, Laura Sebastiaini, Marco Tampucci, Valeria Tateo, Federico Volpini
This paper summarizes recent research at the Signals and Images Lab (ISTI-CNR) leveraging artificial intelligence, machine learning, and computer vision to address complex biomedical challenges. We highlight advancements in trustworthy, explainable algorithmic foundations alongside their practical clinical applications across diagnostic imaging, physiological signal analysis and neuromotor rehabilitation.
Marco Cafiso, Andrea Carboni, Claudia Caudai, Sara Colantonio, Francesco Conti, Mario D’acunto, Said Daoudagh, Giulio Del Corso, Riccardo Del Gratta, Danila Germanese, Giacomo Ignesti, Gianmarco Lazzini, Giuseppe Riccardo Leone, Barbara Leporini, Massimo Magrini, Massimo Martinelli, Davide Moroni, Ali Reza Omrani, Francesca Pardini, Maria Antonietta Pascali, Paolo Paradisi, Laura Sebastiaini, Marco Tampucci, Valeria Tateo, Federico Volpini
This paper summarizes recent research at the Signals and Images Lab (ISTI-CNR) leveraging artificial intelligence, machine learning, and computer vision to address complex biomedical challenges. We highlight advancements in trustworthy, explainable algorithmic foundations alongside their practical clinical applications across diagnostic imaging, physiological signal analysis and neuromotor rehabilitation.
2026
Journal article
Restricted
A systematic survey on image description techniques for STEM domains
Cardia Marco, Angileri Letizia, Buzzi Marina, Galesi Giulio, Leporini Barbara
The proliferation of visual data in Science, Technology, Engineering, and Mathematics (STEM) presents accessibility barriers for blind and low-vision users. While Artificial Intelligence (AI) can generate alternative descriptions of STEM images, research remains fragmented and pratical impact is limited. This systematic survey examines 20 peer-reviewed studies on AI-based STEM visual description, focusing on accessibility and Human–Computer Interaction (HCI). Following PRISMA methodology and a ROBIS-based risk-of-bias assessment, the review analyzes (i) STEM visuals targeted, (ii) AI architectures employed, (iii) datasets and evaluation metrics, and (iv) interaction modalities for delivering descriptions. Findings show a shift from static alt-text toward interactive, multimodal systems integrating conversational interfaces, keyboard navigation, audio, and haptic feedback. However, challenges persist, including hallucinations, limited accessibility-first datasets co-designed with BLV users, and overreliance on automatic text-overlap metrics. The survey identifies future HCI priorities: user-controlled verbosity, explainable AI pipelines, and integration of accessible description into mainstream STEM environments.Source: INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION, pp. 1-29
DOI: 10.1080/10447318.2026.2668031
Metrics:
Cardia Marco, Angileri Letizia, Buzzi Marina, Galesi Giulio, Leporini Barbara
The proliferation of visual data in Science, Technology, Engineering, and Mathematics (STEM) presents accessibility barriers for blind and low-vision users. While Artificial Intelligence (AI) can generate alternative descriptions of STEM images, research remains fragmented and pratical impact is limited. This systematic survey examines 20 peer-reviewed studies on AI-based STEM visual description, focusing on accessibility and Human–Computer Interaction (HCI). Following PRISMA methodology and a ROBIS-based risk-of-bias assessment, the review analyzes (i) STEM visuals targeted, (ii) AI architectures employed, (iii) datasets and evaluation metrics, and (iv) interaction modalities for delivering descriptions. Findings show a shift from static alt-text toward interactive, multimodal systems integrating conversational interfaces, keyboard navigation, audio, and haptic feedback. However, challenges persist, including hallucinations, limited accessibility-first datasets co-designed with BLV users, and overreliance on automatic text-overlap metrics. The survey identifies future HCI priorities: user-controlled verbosity, explainable AI pipelines, and integration of accessible description into mainstream STEM environments.Source: INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION, pp. 1-29
DOI: 10.1080/10447318.2026.2668031
Metrics:
See at:
CNR IRIS | CNR IRIS | www.tandfonline.com
2025
Conference article
Open Access
Inclusive data literacy: UDL and AI-assisted data storytelling for BVI students
Buzzi M., Leporini B., Lo Duca A., Punzo V., Rotelli D.
Blind and Visually Impaired (BVI) students face significant challenges in accessing and understanding data. Traditional educational resources often rely on visual aids, making it difficult for BVI students to develop data comprehension skills. This study proposes a new approach using Generative Artificial Intelligence, Universal Design for Learning, and Data Storytelling techniques to help BVI students understand data through narratives. By converting complex data concepts into interactive and adaptive narrative-based experiences, our aim is to reduce the accessibility gap and enhance cognitive engagement. Preliminary experiments suggest the feasibility of the proposed methodology. More testing with end users is needed to confirm its effectiveness.Source: COMMUNICATIONS IN COMPUTER AND INFORMATION SCIENCE, vol. 2592, pp. 43-51. Palermo, Italy, 22-26/06/2025
DOI: 10.1007/978-3-031-99267-4_6
Project(s): Science, Technology, Engineering, Mathematics, Motivation and Accessibility
Metrics:
Buzzi M., Leporini B., Lo Duca A., Punzo V., Rotelli D.
Blind and Visually Impaired (BVI) students face significant challenges in accessing and understanding data. Traditional educational resources often rely on visual aids, making it difficult for BVI students to develop data comprehension skills. This study proposes a new approach using Generative Artificial Intelligence, Universal Design for Learning, and Data Storytelling techniques to help BVI students understand data through narratives. By converting complex data concepts into interactive and adaptive narrative-based experiences, our aim is to reduce the accessibility gap and enhance cognitive engagement. Preliminary experiments suggest the feasibility of the proposed methodology. More testing with end users is needed to confirm its effectiveness.Source: COMMUNICATIONS IN COMPUTER AND INFORMATION SCIENCE, vol. 2592, pp. 43-51. Palermo, Italy, 22-26/06/2025
DOI: 10.1007/978-3-031-99267-4_6
Project(s): Science, Technology, Engineering, Mathematics, Motivation and Accessibility
Metrics:
See at:
CNR IRIS | link.springer.com | CNR IRIS | CNR IRIS
2025
Other
Open Access
SI-Lab Annual Research Report 2024
Awais Ch Muhammad, Baiamonte A., Benassi A., Berti A., Bertini G., Buongiorno R, Bulotta D., Cafiso M., Carboni A., Carloni G., Caudai C., Colantonio S., Conti F., Daoudagh S., Del Corso G., Fusco G., Galesi G., Germanese D., Gravili S., Ignesti G., Kuruoglu E. E., Lazzini G., Leone G. R., Leporini B., Magrini M., Martinelli M., Omrani Ali Reza, Pachetti E., Papini O., Paradisi P., Pardini F., Pascali M. A., Pieri G., Reggiannini M., Righi M., Salerno E., Salvetti O., Scozzari A., Sebastiani L., Straface S., Tampucci M., Tarabella L., Tonazzini A., Moroni D.
The Signal & Images Laboratory (SI-Lab) is an interdisciplinary research group in computer vision, signal analysis, intelligent vision systems and multimedia data understanding. It is part of the Institute of Information Science and Technologies (ISTI) of the National Research Council of Italy (CNR). This report accounts for the research activities of the Signal and Images Laboratory of the Institute of Information Science and Technologies during the year 2024.DOI: 10.32079/isti-ar-2025/002
Metrics:
Awais Ch Muhammad, Baiamonte A., Benassi A., Berti A., Bertini G., Buongiorno R, Bulotta D., Cafiso M., Carboni A., Carloni G., Caudai C., Colantonio S., Conti F., Daoudagh S., Del Corso G., Fusco G., Galesi G., Germanese D., Gravili S., Ignesti G., Kuruoglu E. E., Lazzini G., Leone G. R., Leporini B., Magrini M., Martinelli M., Omrani Ali Reza, Pachetti E., Papini O., Paradisi P., Pardini F., Pascali M. A., Pieri G., Reggiannini M., Righi M., Salerno E., Salvetti O., Scozzari A., Sebastiani L., Straface S., Tampucci M., Tarabella L., Tonazzini A., Moroni D.
The Signal & Images Laboratory (SI-Lab) is an interdisciplinary research group in computer vision, signal analysis, intelligent vision systems and multimedia data understanding. It is part of the Institute of Information Science and Technologies (ISTI) of the National Research Council of Italy (CNR). This report accounts for the research activities of the Signal and Images Laboratory of the Institute of Information Science and Technologies during the year 2024.DOI: 10.32079/isti-ar-2025/002
Metrics:
2025
Conference article
Restricted
Generative AI as a new assistive technology for Web interaction
Della Penna G., Buzzi M., Leporini B.
For users who are unfamiliar with technology or rely on assistive tools such as screen readers, interacting with a web page can be challenging. Ensuring a seamless experience requires a well-designed user interface (UI) that prioritizes accessibility and usability. However, achieving this target demands specialized expertise from developers and can involve significant effort. In this context, Generative Artificial Intelligence (GAI) has become a valuable aid for improving access to information and facilitating interaction with web interfaces. To effectively enhance user interaction—such as accessing services or specific functionalities—AI-driven tools must first be capable of understanding the structure and content of a web page. This study investigates if GAIs can be exploited to assist the user when navigating through a website, describing the site contents, explaining the interface structure and interactive elements, and suggesting actions or procedures to follow to perform a certain task or accomplish a specific goal. This kind of assistive technology can benefit not only visually impaired people but also persons with cognitive impairment and, more generally, people that are not “skilled” with modern web applications, like seniors. Specifically, thirteen popular websites were analyzed by asking Copilot one hundred questions. Results suggest that GAIs have the potential to assist people in web tasks. However, limitations have still been detected, with 20% of completely erroneous answers received from the navigation and interaction questions and 15% for those related to structure, mainly detected in pages having scarce accessibility and sites having a complex HTML structure, respectively.Source: LECTURE NOTES IN COMPUTER SCIENCE, vol. 16108, pp. 91-107. Belo Horizonte, Brazil, 08-12/09/2025
DOI: 10.1007/978-3-032-04999-5_6
Metrics:
Della Penna G., Buzzi M., Leporini B.
For users who are unfamiliar with technology or rely on assistive tools such as screen readers, interacting with a web page can be challenging. Ensuring a seamless experience requires a well-designed user interface (UI) that prioritizes accessibility and usability. However, achieving this target demands specialized expertise from developers and can involve significant effort. In this context, Generative Artificial Intelligence (GAI) has become a valuable aid for improving access to information and facilitating interaction with web interfaces. To effectively enhance user interaction—such as accessing services or specific functionalities—AI-driven tools must first be capable of understanding the structure and content of a web page. This study investigates if GAIs can be exploited to assist the user when navigating through a website, describing the site contents, explaining the interface structure and interactive elements, and suggesting actions or procedures to follow to perform a certain task or accomplish a specific goal. This kind of assistive technology can benefit not only visually impaired people but also persons with cognitive impairment and, more generally, people that are not “skilled” with modern web applications, like seniors. Specifically, thirteen popular websites were analyzed by asking Copilot one hundred questions. Results suggest that GAIs have the potential to assist people in web tasks. However, limitations have still been detected, with 20% of completely erroneous answers received from the navigation and interaction questions and 15% for those related to structure, mainly detected in pages having scarce accessibility and sites having a complex HTML structure, respectively.Source: LECTURE NOTES IN COMPUTER SCIENCE, vol. 16108, pp. 91-107. Belo Horizonte, Brazil, 08-12/09/2025
DOI: 10.1007/978-3-032-04999-5_6
Metrics:
See at:
CNR IRIS | CNR IRIS | link.springer.com
2025
Conference article
Open Access
Towards empowering teachers with AI for dynamic evaluation and assessment for students with special needs
Marina Buzzi, Barbara Leporini, Angelica Lo Duca, Veronica Punzo, Daniela Rotelli
Supporting students with special needs requires adaptive, personalized, and continuously updated educational strategies. Traditional static approaches often fail to capture the complexity and evolution of students’ learning trajectories. In this paper, we propose a dynamic-context AI-based digital platform designed to empower teachers by monitoring student progress, suggesting tailored strategies, and adapting learning materials based on real-time observations and assessments. The system also assists in the compilation and iterative refinement of the IEP (Individualised Educational Plan), offering continuous feedback through a digital co-teacher (chatbot). By providing the AI with an evolving context, the platform aims to enable more accurate and responsive educational support. A theoretical use case illustrates how the system can help teachers adjust objectives and expectations when students encounter unforeseen difficulties, fostering more inclusive and effective learning experiences.DOI: 10.1145/3733155.3736797
Project(s): Science, Technology, Engineering, Mathematics, Motivation and Accessibility
Metrics:
Marina Buzzi, Barbara Leporini, Angelica Lo Duca, Veronica Punzo, Daniela Rotelli
Supporting students with special needs requires adaptive, personalized, and continuously updated educational strategies. Traditional static approaches often fail to capture the complexity and evolution of students’ learning trajectories. In this paper, we propose a dynamic-context AI-based digital platform designed to empower teachers by monitoring student progress, suggesting tailored strategies, and adapting learning materials based on real-time observations and assessments. The system also assists in the compilation and iterative refinement of the IEP (Individualised Educational Plan), offering continuous feedback through a digital co-teacher (chatbot). By providing the AI with an evolving context, the platform aims to enable more accurate and responsive educational support. A theoretical use case illustrates how the system can help teachers adjust objectives and expectations when students encounter unforeseen difficulties, fostering more inclusive and effective learning experiences.DOI: 10.1145/3733155.3736797
Project(s): Science, Technology, Engineering, Mathematics, Motivation and Accessibility
Metrics:
See at:
dl.acm.org | CNR IRIS | CNR IRIS
2025
Conference article
Restricted
Fair4AIED 2025: First International Workshop on Fairness in Algorithmic Decision-Making for Education
Belitz C., Bosch N., Jiang L., Jivet I., Kirouchenassamy B., Lee H., Leporini B., Maridina Malloci F., Marras M., Rotelli D., Stinar F.
The applications of artificial intelligence in education (AIED) are increasingly subject to scrutiny concerning the fairness of their automated decision-making processes (e.g., auto-grading, problem sequencing, personalization, interventions). However, little attention has been paid to the fairness of the procedures by which these algorithmic decisions are made, i.e., their procedural fairness. This procedural fairness is of critical importance; even seemingly fair decisions can be objectionable to students, teachers, and other stakeholders if the decision-making process itself is unfair. Without a structured framework, AIED applications risk perpetuating biases that disadvantage certain groups, deepen educational inequalities, and marginalize minority voices. Our full-day Fair4AIED workshop will take the first steps toward developing a blueprint to systematically integrate algorithmic fairness into AIED research, practice, and adoption. Participants are engaged in short-lightning talks, Q&A sessions, and discussions to explore opportunities to improve fairness and raise awareness of its importance for AIED. Subsequently, small-group discussions followed by a world-café-based session foster a structured, hands-on approach to envision the blueprint’s content.Source: COMMUNICATIONS IN COMPUTER AND INFORMATION SCIENCE, vol. 2592, pp. 308-314. ita, 2025
DOI: 10.1007/978-3-031-99267-4_40
Metrics:
Belitz C., Bosch N., Jiang L., Jivet I., Kirouchenassamy B., Lee H., Leporini B., Maridina Malloci F., Marras M., Rotelli D., Stinar F.
The applications of artificial intelligence in education (AIED) are increasingly subject to scrutiny concerning the fairness of their automated decision-making processes (e.g., auto-grading, problem sequencing, personalization, interventions). However, little attention has been paid to the fairness of the procedures by which these algorithmic decisions are made, i.e., their procedural fairness. This procedural fairness is of critical importance; even seemingly fair decisions can be objectionable to students, teachers, and other stakeholders if the decision-making process itself is unfair. Without a structured framework, AIED applications risk perpetuating biases that disadvantage certain groups, deepen educational inequalities, and marginalize minority voices. Our full-day Fair4AIED workshop will take the first steps toward developing a blueprint to systematically integrate algorithmic fairness into AIED research, practice, and adoption. Participants are engaged in short-lightning talks, Q&A sessions, and discussions to explore opportunities to improve fairness and raise awareness of its importance for AIED. Subsequently, small-group discussions followed by a world-café-based session foster a structured, hands-on approach to envision the blueprint’s content.Source: COMMUNICATIONS IN COMPUTER AND INFORMATION SCIENCE, vol. 2592, pp. 308-314. ita, 2025
DOI: 10.1007/978-3-031-99267-4_40
Metrics:
See at:
CNR IRIS | CNR IRIS | link.springer.com
2025
Conference article
Open Access
A preliminary evaluation of generative ai tools for blind users: usability and screen reader interaction
Leporini B., Buzzi M., Della Penna G.
The increasing use of Generative Artificial Intelligence (GAI) tools such as ChatGPT, Copilot, Perplexity and Gemini opens up new possible scenarios for supporting work and everyday activities. For people who are blind, the usability of such tools through screen readers is crucial to ensure their use of such AI-based technologies. In this study, we explore the accessibility and usability of the interfaces of four popular AI-based tools via screen readers through a combination of semi-automated evaluations and inspections conducted by both sighted and blind accessibility experts and screen readers with more than 20 years of experience. Navigation, labeling of control elements, feedback mechanisms, and prompt handling were considered in the study. The results point to usability difficulties in all tools, particularly in navigation structure, clarity of feedback and interactive elements. Although this work empirically explores the accessibility of AI-based tools it brings out the first critical issues that deserve further investigation. However, they are based on a small group of experts and thus should be considered preliminary and useful for future studies.DOI: 10.1145/3733155.3737910
Metrics:
Leporini B., Buzzi M., Della Penna G.
The increasing use of Generative Artificial Intelligence (GAI) tools such as ChatGPT, Copilot, Perplexity and Gemini opens up new possible scenarios for supporting work and everyday activities. For people who are blind, the usability of such tools through screen readers is crucial to ensure their use of such AI-based technologies. In this study, we explore the accessibility and usability of the interfaces of four popular AI-based tools via screen readers through a combination of semi-automated evaluations and inspections conducted by both sighted and blind accessibility experts and screen readers with more than 20 years of experience. Navigation, labeling of control elements, feedback mechanisms, and prompt handling were considered in the study. The results point to usability difficulties in all tools, particularly in navigation structure, clarity of feedback and interactive elements. Although this work empirically explores the accessibility of AI-based tools it brings out the first critical issues that deserve further investigation. However, they are based on a small group of experts and thus should be considered preliminary and useful for future studies.DOI: 10.1145/3733155.3737910
Metrics:
See at:
dl.acm.org | CNR IRIS | CNR IRIS
2025
Conference article
Open Access
The impact of technology on italian students during the COVID-19 pandemic: learning, emotions, behaviour and support
Buzzi M. C., Buzzi M., Leporini B., Bastiani L., Denoth F., Franchini M., Pieroni S., Molinaro S.
The COVID-19 pandemic has profoundly affected our lives in almost every area, including school. Students have experienced a transformation in their learning environments with the widespread shift, almost always from face-to-face to online lessons, that has impacted their academic performance and feelings of isolation. This paper examines the impact of technology on the learning, social, and human aspects of Italian students during the COVID-19 pandemic, which accelerated their immersion in the digital world. To this aim, the paper analyses the positive and negative aspects of technology usage during the pandemic on students' lives, specifically on academic performance, emotional well-being, behaviours, and the support they received during this period. Data from 152 Italian students aged 18 and above were collected to understand how technology helped them cope with school activities, isolation, and psychological well-being. Students appreciated the convenience and accessibility of digital lessons and materials, but they also faced challenges such as concentration difficulties, reduced social contact, and accessibility issues. The results confirm but also expand previous research findings. Statistical analysis highlights that higher levels of support are associated with better academic performance, and better Internet connectivity is linked to higher students' autonomy.Source: WEBIST (SETÚBAL), pp. 557-564. Marbella, Spain, 21-23 October 2025
DOI: 10.5220/0013778900003985
Metrics:
Buzzi M. C., Buzzi M., Leporini B., Bastiani L., Denoth F., Franchini M., Pieroni S., Molinaro S.
The COVID-19 pandemic has profoundly affected our lives in almost every area, including school. Students have experienced a transformation in their learning environments with the widespread shift, almost always from face-to-face to online lessons, that has impacted their academic performance and feelings of isolation. This paper examines the impact of technology on the learning, social, and human aspects of Italian students during the COVID-19 pandemic, which accelerated their immersion in the digital world. To this aim, the paper analyses the positive and negative aspects of technology usage during the pandemic on students' lives, specifically on academic performance, emotional well-being, behaviours, and the support they received during this period. Data from 152 Italian students aged 18 and above were collected to understand how technology helped them cope with school activities, isolation, and psychological well-being. Students appreciated the convenience and accessibility of digital lessons and materials, but they also faced challenges such as concentration difficulties, reduced social contact, and accessibility issues. The results confirm but also expand previous research findings. Statistical analysis highlights that higher levels of support are associated with better academic performance, and better Internet connectivity is linked to higher students' autonomy.Source: WEBIST (SETÚBAL), pp. 557-564. Marbella, Spain, 21-23 October 2025
DOI: 10.5220/0013778900003985
Metrics:
See at:
CNR IRIS | www.scitepress.org | doi.org | CNR IRIS
2025
Conference article
Open Access
How Artificial Intelligence is impacting on the STEM education of students with disabilities: a five years review
Buzzi M., Pieriboni G., Leporini B.
Artificial intelligence promises to revolutionize our life, bringing significant advances in any fields: health, education, work and leisure time. This paper analyzes the last 5-year literature concerning the use of AI for supporting people with disabilities in education. The aim is to investigate the current state of art of accessible applications in the STEM (Science, Technology, Engineering, Mathematics) field and understand if contents and tools are accessible for all, regardless of personal need and abilities. Personalization and adaptation emerge as fundamental factors when designing for people with disabilities. Privacy and ethics aspects often neglected are very relevant. The analysis suggests that the STEM field still suffers from accessibility gaps, and current tools need to evolve and be increased to be exploited by different disabilities and ensure the same opportunities for every student, engaging, motivating, and empowering them..Source: CSEDU, vol. 1, pp. 323-330. Porto, Portugal, 1-3/04/2025
DOI: 10.5220/0013267900003932
Metrics:
Buzzi M., Pieriboni G., Leporini B.
Artificial intelligence promises to revolutionize our life, bringing significant advances in any fields: health, education, work and leisure time. This paper analyzes the last 5-year literature concerning the use of AI for supporting people with disabilities in education. The aim is to investigate the current state of art of accessible applications in the STEM (Science, Technology, Engineering, Mathematics) field and understand if contents and tools are accessible for all, regardless of personal need and abilities. Personalization and adaptation emerge as fundamental factors when designing for people with disabilities. Privacy and ethics aspects often neglected are very relevant. The analysis suggests that the STEM field still suffers from accessibility gaps, and current tools need to evolve and be increased to be exploited by different disabilities and ensure the same opportunities for every student, engaging, motivating, and empowering them..Source: CSEDU, vol. 1, pp. 323-330. Porto, Portugal, 1-3/04/2025
DOI: 10.5220/0013267900003932
Metrics:
See at:
CNR IRIS | www.scitepress.org | doi.org | CNR IRIS
2024
Conference article
Open Access
Increasing accessibility of online board games to visually impaired people via machine learning and textual/audio feedback: the case of "Quantik"
Battaglini C, Biancalani F, Bottari D, Camurri A, Gnecco G, Leporini B
Playing board games is commonly recognized as an effective way to promote the integration and socialization of their participants. However, visually impaired people may encounter accessibility issues when playing online versions of board games, for instance, because such versions may have been designed having initially sighted people in mind. Given this premise, the aim of this work is to design an interface aimed to help visually impaired people play board games online, via an improved interaction with a normal or touch screen. This goal is achieved by means of automatic recognition of the portion of the screen one's finger or the cursor is pointing to, its classification via machine learning, and the use of either textual or audio feedback. In this way, a visually impaired person could explore the screen in quite a natural way, obtaining information, e.g., about the positions of the various pieces on the board. As a case study, a preliminary version of the interface is developed to address accessibility of the online version of a carefully selected pure strategy abstract board game, namely "Quantik" from Gigamic.Source: LECTURE NOTES OF THE INSTITUTE FOR COMPUTER SCIENCES, SOCIAL INFORMATICS AND TELECOMMUNICATIONS ENGINEERING (INTERNET), pp. 167-177. Lucca, Italy, 27/11/2023
DOI: 10.1007/978-3-031-55722-4_12
Metrics:
Battaglini C, Biancalani F, Bottari D, Camurri A, Gnecco G, Leporini B
Playing board games is commonly recognized as an effective way to promote the integration and socialization of their participants. However, visually impaired people may encounter accessibility issues when playing online versions of board games, for instance, because such versions may have been designed having initially sighted people in mind. Given this premise, the aim of this work is to design an interface aimed to help visually impaired people play board games online, via an improved interaction with a normal or touch screen. This goal is achieved by means of automatic recognition of the portion of the screen one's finger or the cursor is pointing to, its classification via machine learning, and the use of either textual or audio feedback. In this way, a visually impaired person could explore the screen in quite a natural way, obtaining information, e.g., about the positions of the various pieces on the board. As a case study, a preliminary version of the interface is developed to address accessibility of the online version of a carefully selected pure strategy abstract board game, namely "Quantik" from Gigamic.Source: LECTURE NOTES OF THE INSTITUTE FOR COMPUTER SCIENCES, SOCIAL INFORMATICS AND TELECOMMUNICATIONS ENGINEERING (INTERNET), pp. 167-177. Lucca, Italy, 27/11/2023
DOI: 10.1007/978-3-031-55722-4_12
Metrics:
See at:
IRIS Cnr | IRIS Cnr | IRIS Cnr | Archivio della Ricerca - Università di Pisa | CNR IRIS | CNR IRIS
2024
Journal article
Open Access
A comparative study of disabled people's experiences with the video conferencing tools Zoom, MS Teams, Google Meet and Skype
Hersh M., Leporini B., Buzzi M.
The paper presents a comparative mixed methods study of the accessibility and usability for disabled people of four video conferencing tools, Zoom, MS Teams, Google Meet and Skype. Useable responses were obtained from 81 disabled people with diverse characteristics, mainly in the UK, though some groups had low representation. None of the tools was considered fully accessible and useable. Zoom was both the most commonly used and the most frequently preferred (56.1%) tool, with MS Teams second in usage and a trailing second in preferences (15.9%). It was considered to have better captioning, but otherwise to generally be a poor second to Zoom. Skype was the most commonly used before lockdown, but was considered dated and its limited use was mainly social, whereas the other tools were also used in work and education. The results were used to draw up separate lists of recommendations for developers and meeting organisers and hosts, as the study also identified actions for organisers and hosts to improve meeting accessibility. Developer recommendations include several easy to set customisation and user friendly interface features, involving disabled people and specific accessibility features, including compatibility with assistive technology, keyboard shortcuts for all functions and automatically-on high quality captions.Source: BEHAVIORAL & INFORMATION TECHNOLOGY
DOI: 10.1080/0144929x.2023.2286533
Metrics:
Hersh M., Leporini B., Buzzi M.
The paper presents a comparative mixed methods study of the accessibility and usability for disabled people of four video conferencing tools, Zoom, MS Teams, Google Meet and Skype. Useable responses were obtained from 81 disabled people with diverse characteristics, mainly in the UK, though some groups had low representation. None of the tools was considered fully accessible and useable. Zoom was both the most commonly used and the most frequently preferred (56.1%) tool, with MS Teams second in usage and a trailing second in preferences (15.9%). It was considered to have better captioning, but otherwise to generally be a poor second to Zoom. Skype was the most commonly used before lockdown, but was considered dated and its limited use was mainly social, whereas the other tools were also used in work and education. The results were used to draw up separate lists of recommendations for developers and meeting organisers and hosts, as the study also identified actions for organisers and hosts to improve meeting accessibility. Developer recommendations include several easy to set customisation and user friendly interface features, involving disabled people and specific accessibility features, including compatibility with assistive technology, keyboard shortcuts for all functions and automatically-on high quality captions.Source: BEHAVIORAL & INFORMATION TECHNOLOGY
DOI: 10.1080/0144929x.2023.2286533
Metrics:
See at:
CNR IRIS | ISTI Repository | www.tandfonline.com | CNR IRIS
2024
Conference article
Open Access
ICT to Support Inclusive Education - Universal Learning Design (ULD)
Hersh M., Leporini B.
This short paper presents 12 papers discussing different features of and approaches to inclusive education and give a flavour of the research in the area and the potential of different types of technology. They can be divided into three main groups, covering curriculum accessibility, the attitudes and experience of students and teachers, and the use of particular technologies. They are introduced by a brief discussion of the importance of inclusive education and the role of accessibility, usability and the social model of disability in supporting it.Source: LECTURE NOTES IN COMPUTER SCIENCE, vol. 14750, pp. 333-339. Linz, Austria, 8–12/07/2024
DOI: 10.1007/978-3-031-62846-7_40
DOI: 10.1007/978-3-031-08645-8_37
Metrics:
Hersh M., Leporini B.
This short paper presents 12 papers discussing different features of and approaches to inclusive education and give a flavour of the research in the area and the potential of different types of technology. They can be divided into three main groups, covering curriculum accessibility, the attitudes and experience of students and teachers, and the use of particular technologies. They are introduced by a brief discussion of the importance of inclusive education and the role of accessibility, usability and the social model of disability in supporting it.Source: LECTURE NOTES IN COMPUTER SCIENCE, vol. 14750, pp. 333-339. Linz, Austria, 8–12/07/2024
DOI: 10.1007/978-3-031-62846-7_40
DOI: 10.1007/978-3-031-08645-8_37
Metrics:
See at:
IRIS Cnr | IRIS Cnr | CNR IRIS | IRIS Cnr | link.springer.com | doi.org | doi.org | Archivio della Ricerca - Università di Pisa | CNR IRIS | CNR IRIS | Archivio della Ricerca - Università di Pisa
2024
Contribution to book
Open Access
La Scienza si fa in 100
Pagano A., Pennacchi B., Di Renzo A., Leporini B., Pietroni E., Galesi G., Biocca L., Buzzi M., Capirci O.
Questo manuale, opera prima nel suo genere in ambito nazionale ed internazionale, rappresenta il lavoro condiviso di un gruppo di ricercatori, esperti, studiosi e tecnici, autorevole espressione della cultura italiana di settore, sostenuti da un obiettivo comune: porre il visitatore del patrimonio al centro dell’attenzione e intorno a lui i luoghi della cultura adeguatamente progettati, come il sole e i pianeti nella teoria eliocentrica di Copernico, rappresentazione di un nuovo umanesimo valoriale.
Pagano A., Pennacchi B., Di Renzo A., Leporini B., Pietroni E., Galesi G., Biocca L., Buzzi M., Capirci O.
Questo manuale, opera prima nel suo genere in ambito nazionale ed internazionale, rappresenta il lavoro condiviso di un gruppo di ricercatori, esperti, studiosi e tecnici, autorevole espressione della cultura italiana di settore, sostenuti da un obiettivo comune: porre il visitatore del patrimonio al centro dell’attenzione e intorno a lui i luoghi della cultura adeguatamente progettati, come il sole e i pianeti nella teoria eliocentrica di Copernico, rappresentazione di un nuovo umanesimo valoriale.
See at:
CNR IRIS | www.dsu.cnr.it | CNR IRIS
2024
Conference article
Open Access
A Chatbot-based assistive technology to get information on a clinical environment
Buzzi M., Grassini E., Leporini B.
Healthcare is crucial for our society. Nowadays ICT has revealed the potential of improving efficiency and lowering costs. Chatbots interact with humans to answer questions, provide information and suggestions, and even in more complex tasks, such as assisting clinicians in performing diagnoses. However, despite their steadily increasing importance, only very few chatbots are created with inclusivity in mind, in order to be easily exploited by anyone, regardless of abilities. In this study, we propose a chatbot-based assistive technology for providing usable content with immediate short and focused answers. The basic idea that has driven the chatbot design was to provide an assistive technology capable of giving immediate and very short answers in a simple and accessible way especially for users who are not so familiar with digital content or for those who use screen readers and similar technology. Such information is certainly available on the web, but reaching it may not be easy for everyone. The proposed assistive chatbot technology is designed to make a contribution in this direction. The prototype has been specialized for Pisa hospital contents. A preliminary pilot test with ten users showed the feasibility of the proposed approach.DOI: 10.1145/3652037.3663953
Metrics:
Buzzi M., Grassini E., Leporini B.
Healthcare is crucial for our society. Nowadays ICT has revealed the potential of improving efficiency and lowering costs. Chatbots interact with humans to answer questions, provide information and suggestions, and even in more complex tasks, such as assisting clinicians in performing diagnoses. However, despite their steadily increasing importance, only very few chatbots are created with inclusivity in mind, in order to be easily exploited by anyone, regardless of abilities. In this study, we propose a chatbot-based assistive technology for providing usable content with immediate short and focused answers. The basic idea that has driven the chatbot design was to provide an assistive technology capable of giving immediate and very short answers in a simple and accessible way especially for users who are not so familiar with digital content or for those who use screen readers and similar technology. Such information is certainly available on the web, but reaching it may not be easy for everyone. The proposed assistive chatbot technology is designed to make a contribution in this direction. The prototype has been specialized for Pisa hospital contents. A preliminary pilot test with ten users showed the feasibility of the proposed approach.DOI: 10.1145/3652037.3663953
Metrics:
2024
Conference article
Open Access
Is Generative AI mature for alternative image descriptions of STEM content?
Buzzi M., Galesi G., Leporini B., Nicotera A.
Alternative descriptions of digital images have always been an accessibility issue for screen reader users. Over time, numerous guidelines have been proposed in the literature, but the problem still exists. Recently, artificial intelligence (AI) has been introduced in digital applications to support visually impaired people in getting information about the world around them. In this way, such applications become a digital assistant for people with visual impairments. Increasingly, generative AI is being exploited to create accessible content for visually impaired people. In the education field, image description can play a crucial role in understanding even scientific content. For this reason, alternative descriptions should be accurate and educational-oriented. In this work, we investigate whether existing AI-based tools on the market are mature for describing images related to scientific content. Five AI-based tools were used to test the generated descriptions of four STEM images chosen for this preliminary study. Results indicate that answers are prompt and context dependent, and this technology can certainly support blind people in everyday tasks; but for STEM educational content more effort is required for delivering accessible and effective descriptions, supporting students in satisfying and accurate image exploration.DOI: 10.5220/0012996800003825
Metrics:
Buzzi M., Galesi G., Leporini B., Nicotera A.
Alternative descriptions of digital images have always been an accessibility issue for screen reader users. Over time, numerous guidelines have been proposed in the literature, but the problem still exists. Recently, artificial intelligence (AI) has been introduced in digital applications to support visually impaired people in getting information about the world around them. In this way, such applications become a digital assistant for people with visual impairments. Increasingly, generative AI is being exploited to create accessible content for visually impaired people. In the education field, image description can play a crucial role in understanding even scientific content. For this reason, alternative descriptions should be accurate and educational-oriented. In this work, we investigate whether existing AI-based tools on the market are mature for describing images related to scientific content. Five AI-based tools were used to test the generated descriptions of four STEM images chosen for this preliminary study. Results indicate that answers are prompt and context dependent, and this technology can certainly support blind people in everyday tasks; but for STEM educational content more effort is required for delivering accessible and effective descriptions, supporting students in satisfying and accurate image exploration.DOI: 10.5220/0012996800003825
Metrics:
See at:
IRIS Cnr | www.scitepress.org | doi.org | CNR IRIS | CNR IRIS
2024
Conference article
Open Access
Inclusive navigation systems: perspectives and challenges for the visually-impaired
Belli D., Barsocchi P., Crivello A., Furfari F., Leporini B., Paratore M. T.
Despite significant advances in technology, the area of mobility and orientation for visually impaired persons continues to present significant challenges. Digital maps have become essential for navigation, but their usability is often compromised for users who rely on assistive technologies, especially when accessed on small touch screens. This calls for innovative approaches to making digital maps more accessible and usable, as these tools are crucial for creating mental maps of navigational spaces. This paper explores the need for inclusive localization and positioning systems that accommodate a wide range of users, including those with visual impairments. It highlights the critical role of user context, such as device experience and positional awareness, in improving the usability of these systems. The integration of haptic and audio feedback may offer promising new interaction methods, although further development is needed. In addition, user interface design and system characteristics such as security, robustness and usability need to be aligned with user acceptance, with a focus on low cost and simplicity. Our analysis identifies key requirements for the design of inclusive systems and proposes steps for the scientific community to take to advance the field, with the aim of bridging the gap between technological capabilities and practical usability, and promoting inclusive design principles for future innovation.Source: CEUR WORKSHOP PROCEEDINGS, vol. 3919. Hong Kong, China, 14-15/102024
Belli D., Barsocchi P., Crivello A., Furfari F., Leporini B., Paratore M. T.
Despite significant advances in technology, the area of mobility and orientation for visually impaired persons continues to present significant challenges. Digital maps have become essential for navigation, but their usability is often compromised for users who rely on assistive technologies, especially when accessed on small touch screens. This calls for innovative approaches to making digital maps more accessible and usable, as these tools are crucial for creating mental maps of navigational spaces. This paper explores the need for inclusive localization and positioning systems that accommodate a wide range of users, including those with visual impairments. It highlights the critical role of user context, such as device experience and positional awareness, in improving the usability of these systems. The integration of haptic and audio feedback may offer promising new interaction methods, although further development is needed. In addition, user interface design and system characteristics such as security, robustness and usability need to be aligned with user acceptance, with a focus on low cost and simplicity. Our analysis identifies key requirements for the design of inclusive systems and proposes steps for the scientific community to take to advance the field, with the aim of bridging the gap between technological capabilities and practical usability, and promoting inclusive design principles for future innovation.Source: CEUR WORKSHOP PROCEEDINGS, vol. 3919. Hong Kong, China, 14-15/102024
See at:
ceur-ws.org | CNR IRIS | CNR IRIS
2024
Journal article
Open Access
A systematic review of chatbots in inclusive healthcare: insights from the last 5 years
Grassini E., Buzzi M., Leporini B., Vozna A.
Healthcare is one of the most important sectors of our society, and during the COVID-19 pandemic a new challenge emerged—how to support people safely and effectively at home regarding their health-related problems. In this regard chatbots or conversational agents (CAs) play an increasingly important role, and are spreading rapidly. They can enhance not only user interaction by delivering quick feedback or responses, but also hospital management, thanks to several of their features. Considerable research is focused on making CAs more reliable, accurate, and robust. However, a critical aspect of chatbots is how to make them inclusive, in order to effectively support the interaction of users unfamiliar with technology, such as the elderly and people with disabilities. In this study, we investigate the current use of chatbots in healthcare, exploring their evolution over time and their inclusivity. The study was carried out on four digital libraries (ScienceDirect, IEEE Xplore, ACM Digital Library, and Google Scholar) on research articles published in the last 5 years, with a total of 21 articles describing chatbots implemented and actually used in the eHealth clinical area. The results showed a notable improvement in the use of chatbots in the last few years but also highlight some design issues, including poor attention to inclusion. Based on the findings, we recommend a different kind of approach for implementing chatbots with an inclusive accessibility-by-design approach.Source: UNIVERSAL ACCESS IN THE INFORMATION SOCIETY
DOI: 10.1007/s10209-024-01118-x
Metrics:
Grassini E., Buzzi M., Leporini B., Vozna A.
Healthcare is one of the most important sectors of our society, and during the COVID-19 pandemic a new challenge emerged—how to support people safely and effectively at home regarding their health-related problems. In this regard chatbots or conversational agents (CAs) play an increasingly important role, and are spreading rapidly. They can enhance not only user interaction by delivering quick feedback or responses, but also hospital management, thanks to several of their features. Considerable research is focused on making CAs more reliable, accurate, and robust. However, a critical aspect of chatbots is how to make them inclusive, in order to effectively support the interaction of users unfamiliar with technology, such as the elderly and people with disabilities. In this study, we investigate the current use of chatbots in healthcare, exploring their evolution over time and their inclusivity. The study was carried out on four digital libraries (ScienceDirect, IEEE Xplore, ACM Digital Library, and Google Scholar) on research articles published in the last 5 years, with a total of 21 articles describing chatbots implemented and actually used in the eHealth clinical area. The results showed a notable improvement in the use of chatbots in the last few years but also highlight some design issues, including poor attention to inclusion. Based on the findings, we recommend a different kind of approach for implementing chatbots with an inclusive accessibility-by-design approach.Source: UNIVERSAL ACCESS IN THE INFORMATION SOCIETY
DOI: 10.1007/s10209-024-01118-x
Metrics: