Skip to main content
SpringerLink
Log in

Shifting from the Discrete to the Continuum: How Are Italian Universities Facing the Challenge?

  • Conference paper
  • First Online:
Universal Access in Human-Computer Interaction (HCII 2023)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14021))

Included in the following conference series:

  • 681 Accesses

Abstract

The latest innovation in technology, its pervasive influence in the field of education and the recent experience of emergency remote teaching in higher education institutions during the Pandemic have stimulated the need to rethink Faculty Development (FD). In addition, the even more recent forms of human-computer interaction, such as extended reality, seem to blur the distinction between in presence and online modes of teaching and learning completely, giving rise to unprecedented approaches of teacher-student-environment interaction. Prior experience has taught us that unless faculty members are adequately prepared to take on the challenge posed in this new era of digitalization, the risk is that the affordances of these digital artefacts remain unexplored and unexploited. In light of these considerations and drawing on the lessons learned especially during the Pandemic, the paper proposes a reflection on possible future scenarios for the adoption of innovative methodological approaches apt to promote holistic change through systematic FD processes to facilitate this shift from the discrete to the continuum.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Aiello, P., et al.: Identifying teachers’ strengths to face COVID-19: narratives from across the globe. Cambridge J. Educ. 1–18 (2023). https://doi.org/10.1080/0305764X.2022.2159013

  • Aiello, P., et al.: A study on Italian teachers’ sentiments, attitudes and concerns towards inclusive education. Formazione, Lavoro, Persona, Anno VII 20, 10–24 (2017)

    Google Scholar 

  • Ainscow, M.: Promoting inclusion and equity in education: lessons from international experiences. Nordic J. Stud. Educ. Policy 6(1), 7–16 (2020)

    Article  Google Scholar 

  • Anderson, W.: The model crisis, or how to have critical promiscuity in the time of Covid-19. Soc. Stud. Sci. (2021). https://doi.org/10.1177/0306312721996053

    Article  Google Scholar 

  • Anderson, T. (ed.): The Theory and Practice of Online Learning, 2nd edn. Athabasca University Press, Edmonton (2008)

    Google Scholar 

  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., Umek, L.: Impacts of the COVID-19 pandemic on life of higher education students: a global perspective. Sustainability 12(20), 8438 (2020)

    Article  Google Scholar 

  • Ashour, S., El-Refae, G.A., Zaitoun, E.A.: Post-pandemic higher education: perspectives from university leaders and educational experts in the United Arab Emirates. Higher Educ. Future (2021). https://doi.org/10.1177/23476311211007261

    Article  Google Scholar 

  • Auerbach, R.P., et al.: WHO world mental health surveys international college student project: prevalence and distribution of mental disorders. J. Abnorm. Psychol. 127(7), 623 (2018)

    Article  Google Scholar 

  • Baker, C.: The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. J. Educators Online 7(1), 1 (2010)

    Article  Google Scholar 

  • Ball, M.: Framework for the metaverse (2021). https://www.matthewball.vc/all/forwardtothemetaverseprimer. Retrieved 30 Jan 2023

  • Baym, N.K., Zhang, Y.B., Lin, M.C.: Social interactions across media: interpersonal communication on the internet, telephone and face-to-face. New Media Soc. 6(3), 299–318 (2004)

    Article  Google Scholar 

  • Biesta, G., Tedder, M.: Agency and learning in the lifecourse: towards an ecological perspective. Stud. Educ. Adults 39(2), 132–149 (2007)

    Article  Google Scholar 

  • Bonaiuti, G., Calvani, A., Menichetti, L., Vivanet, G.: Le tecnologie educative. Carocci, Roma (2017)

    Google Scholar 

  • Borgonovi, E., et al.: Rapporto ANVUR. Gli studenti con disabilità e DSA nelle università italiane. Una risorsa da valorizzare (2022). https://www.anvur.it/wp-content/uploads/2022/06/ANVUR-Rapporto-disabilita_WEB.pdf. Retrieved 29 Jan 2023

  • Boyer, E.L.: A Special Report. Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching, Stanford (1990)

    Google Scholar 

  • Brawer, F.B.: Faculty development: the literature. An ERIC review. Commun. Coll. Rev. 18(1), 50–56 (1990). https://doi.org/10.1177/009155219001800107

    Article  Google Scholar 

  • Cao, W., et al.: The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Res. 287, 112934 (2020)

    Article  Google Scholar 

  • Commodari, E., La Rosa, V.L.: Riflessioni sull’impatto della pandemia di COVID-19 sul benessere psicologico degli studenti universitari: una rassegna della letteratura. Annali della facoltà di Scienze della formazione Università degli studi di Catania 21, 17 (2022)

    Google Scholar 

  • Commodari, E., La Rosa, V.L., Carnemolla, G., Parisi, J.: The psychological impact of the lockdown on Italian university students during the first wave of COVID-19 pandemic: psychological experiences, health risk perceptions, distance learning, and future perspectives. Mediterr. J. Clin. Psychol. 9(2) (2021)

    Google Scholar 

  • Corsi, M., Giannandrea, L., Rossi, P.G., Pons, J.D.P.: Innovating didactics at university. Educ. Sci. Soc.-Open Access J. 9(2), 1–7 (2019). https://doi.org/10.3280/ess2-2018oa7331

    Article  Google Scholar 

  • Crawford, J., et al.: COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. J. Appl. Learn. Teach. 3(1), 9–28 (2020). https://doi.org/10.37074/jalt.2020.3.1.7

  • D’Addio, A.C., Endrizzi, F.: Covid-19: how is Italy coping with school closure? (2020). https://gemreportunesco.wordpress.com/2020/04/02/covid-19-how-is-italy-coping-with-school-closure/. Retrieved 30 Jan 2023

  • Damşa, C., Langford, M., Uehara, D., Scherer, R.: Teachers’ agency and online education in times of crisis. Comput. Hum. Behav. 121, 106793 (2021). https://doi.org/10.1016/j.chb.2021.106793

    Article  Google Scholar 

  • David, M.C.M.M., et al.: Predictors of stress in college students during the COVID-19 pandemic. J. Affect. Disord. Rep. 10, 100377 (2022)

    Article  Google Scholar 

  • Dhawan, S.: Online learning: a Panacea in the time of COVID-19 crisis. J. Educ. Technol. Syst. 49(1), 5–22 (2020). https://doi.org/10.1177/0047239520934018

    Article  Google Scholar 

  • Di Nuovo, S., Moschetto, C., Narzisi, V.: Lo studente universitario in tempi di covid, pp. 1–21 (2021). https://doi.org/10.13140/RG.2.2.12715.98085

  • Di Tore, S., et al.: Education in the metaverse: amidst the virtual and reality. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, pp. 1–14 (2022)

    Google Scholar 

  • Di Vita, A.: Tutoraggio didattico tra pari a distanza: una ricerca-intervento svolta con gli studenti universitari. Excellence Innov. Learn. Teach.-Open Access 6(2) (2021)

    Google Scholar 

  • Floridi, L.: La quarta rivoluzione: come l’infosfera sta trasformando il mondo. Raffaello Cortina Editore, Milano (2017)

    Google Scholar 

  • Fusco, P., Zappalà, E., Lecce, A., Barra, V., Todino, M.D.: Sense of presence alteration while using learning management systems at university during the lock down alterazione del senso di presenza con l’utilizzo dei learning management systems all’università durante il lock down. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva/Italian J. Health Educ. Sports Inclusive Didactics 5(3 Supplemento), 33–43 (2021). ISSN 2532-3296. ISBN 978-88-6022-423-1

    Google Scholar 

  • Gaebel, M., Kupriyanova, V., Morais, R., Colucci, E.: E-Learning in European Higher Education Institutions. European University Association (EUA), Brussels (2014)

    Google Scholar 

  • García-Morales, V.J., Garrido-Moreno, A., Martín-Rojas, R.: The transformation of higher education after the COVID disruption: emerging challenges in an online learning scenario. Front. Psychol. 12, 196 (2021)

    Article  Google Scholar 

  • Garrison, D.R., Vaughan, N.D.: Blended Learning in Higher Education: Framework, Principles, and Guidelines. Wiley, San Francisco (2008)

    Google Scholar 

  • Gin, L.E., Pais, D.C., Parrish, K.D., Brownell, S.E., Cooper, K.M.: New online accommodations are not enough: the mismatch between student needs and supports given for students with disabilities during the COVID-19 pandemic. J. Microbiol. Biol. Educ. 23(1), e00280-21 (2022)

    Article  Google Scholar 

  • Gourlay, L.: There is no’virtual learning’: the materiality of digital education. J. New Approach. Educ. Res. 10(1), 57–66 (2021)

    Article  Google Scholar 

  • Hanjarwati, A., Suprihatiningrum, J.: Is online learning accessible during COVID-19 pandemic? Voices and experiences of UIN Sunan Kalijaga students with disabilities. Nadwa 14(1), 1–38 (2020)

    Google Scholar 

  • Hodge, S.C., Moore, S., Lockee, T., Bond, A.: The difference between emergency remote teaching and online learning. Educausereview, 27 March 2020. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

  • Islam, M.A., Barna, S.D., Raihan, H., Khan, M.N.A., Hossain, M.T.: Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: a web-based cross-sectional survey. PLoS ONE 15, e0238162 (2020)

    Article  Google Scholar 

  • Jandrić, P., et al.: Teaching in the age of Covid-19. Postdigital Sci. Educ. 2(3), 1069–1230 (2020). https://doi.org/10.1007/s42438-020-00169-6

    Article  MathSciNet  Google Scholar 

  • Jones, H.E., Manze, M., Ngo, V., Lamberson, P., Freudenberg, N.: The impact of the COVID-19 pandemic on college students’ health and financial stability in New York City: findings from a population-based sample of City University of New York (CUNY) students. J. Urban Health 98(2), 187–196 (2021). https://doi.org/10.1007/s11524-020-00506-x

    Article  Google Scholar 

  • Karaman, M.A., Lerma, E., Vela, J.C., Watson, J.C.: Predictors of academic stress among college students. J. Coll. Couns. 22(1), 41–55 (2019)

    Article  Google Scholar 

  • Keengwe, J., Kidd, T.T.: Towards best practices in online learning and teaching in higher education. MERLOT J. Online Learn. Teach. 6(2), 533–541 (2010)

    Google Scholar 

  • Kemp, N., Grieve, R.: Face-to-face or face-to-screen? Undergraduates’ opinions and test performance in classroom vs. online learning. Front. Psychol. 5, 1278 (2014)

    Google Scholar 

  • Koffman, J., Gross, J., Etkind, S.N., Selman, L.: Uncertainty and COVID-19: how are we to respond? J. R. Soc. Med. 113(6), 211–216 (2020). https://doi.org/10.1177/0141076820930665

    Article  Google Scholar 

  • Leal Filho, W., et al.: Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study. BMC Public Health 21(1), 1–19 (2021)

    Article  Google Scholar 

  • Lee, J.: Mental health effects of school closures during COVID-19. Lancet Child Adolesc. Health 4(6), 421 (2020)

    Article  Google Scholar 

  • Limone, P.: Ambienti di apprendimento e progettazione didattica. Proposte per un sistema educativo transmediale. Carocci, Roma (2013)

    Google Scholar 

  • Lombard, M., Ditton, T.: At the heart of it all: The concept of presence. J. Comput. Mediated-Commun. 3(2) (1997)

    Google Scholar 

  • Loscalzo, Y., Ramazzotti, C., Giannini, M.: Studyholism e Study Engagement in relazione alle conseguenze sullo studio dovute alla pandemia da Covid-19: Uno studio pilota quali-quantitativo su studenti universitari (Studyholism and Study Engagement in relation to the consequences on study due to the Covid-19 pandemic: a qualitative quantitative pilot study on university students). Counseling 14(2), 79–91 (2021)

    Google Scholar 

  • Lowenthal, P.R.: The evolution and influence of social presence theory on online learning. In: Social Computing: Concepts, Methodologies, Tools, and Applications, pp. 113–128. IGI Global (2010)

    Google Scholar 

  • Macdonald, R.H., et al.: Accelerating change: the power of faculty change agents to promote diversity and inclusive teaching practices. J. Geosci. Educ. 67(4), 330–339 (2019)

    Article  MathSciNet  Google Scholar 

  • Manfuso, L.G.: From emergency remote teaching to rigorous online learning. Ed Tech, 7 May 2020. https://edtechmagazine.com/higher/article/2020/05emergency-remote-teaching-rigorousonlinelearning-perfcon. Retrieved 25 Jan 2023

  • Marek, M.W., Chiou, S.C., Wu, W.C.V.: Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. Int. J. Distance Educ. Technol. 19(1), 40–60 (2021). https://doi.org/10.4018/ijdet.20210101.oa3

    Article  Google Scholar 

  • Ministero dell’Economia e della Finanza. Italia Domani Piano Nazionale di Ripresa e Resilienza (2021). https://www.italiadomani.gov.it/content/sogei-ng/it/it/home.html. Retrieved 30 Jan 2023

  • Mishra, L., Gupta, T., Shree, A.: Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. Int. J. Educ. Res. 1, 100012 (2020)

    Google Scholar 

  • Monteduro, G.: La vita degli studenti universitari al tempo del COVID-19. Erikson, Trento (2021)

    Google Scholar 

  • Mohmmed, A.O., Khidhir, B.A., Nazeer, A., Vijayan, V.J.: Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innov. Infrastruct. Solutions 5(3), 1–11 (2020). https://doi.org/10.1007/s41062-020-00326-7

    Article  Google Scholar 

  • Moore, M.G.: Theory of Transactional Distance. In: Keegan, D. (ed.) Theoretical Principles of Distance Education, pp. 22–38. Routledge, Londra (1997)

    Google Scholar 

  • Perla, L., Agrati, L.S., Vinci, V.: The ‘Sophisticated’ knowledge of eTeacher. Re-shape digital resources for online courses. In: Burgos, D. et al. (eds.) HELMeTO 2019. Communications in Computer and Information Science, vol. 1091, pp. 3–17. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-31284-8_1

  • Perla, L., Felisatti, E., Grion, V.: Oltre l’era Covid-19: dall’emergenza alle prospettive di sviluppo professionale. Oltre l’era Covid-19: dall’emergenza alle prospettive di sviluppo professionale, pp. 18–37 (2020)

    Google Scholar 

  • Peters, M.A., et al.: Reimagining the new pedagogical possibilities for universities post-Covid-19. Educ. Philos. Theory (2020). https://doi.org/10.1080/00131857.2020.1777655

    Article  Google Scholar 

  • Phuong, T.T., Foster, M.J., Reio, T.G.: Faculty development: a systematic review of review studies. New Horizons Adult Educ. Hum. Resour. Dev. 32(4), 17–36 (2020). https://doi.org/10.1002/nha3.20294

    Article  Google Scholar 

  • Potter, J., McDougall, J.: Digital Media, Culture and Education: Theorizing Third Space Literacies. Palgrave MacMillan, London (2017)

    Book  Google Scholar 

  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., Koole, M.: Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Sci. Educ. 3(3), 715–742 (2021)

    Article  Google Scholar 

  • Riva, G.: Psicologia dei Nuovi Media. Il Mulino, Bologna (2008)

    Google Scholar 

  • Riva, G., Valataro, L., Zaffiro, G.: Tecnologie della presenza. Concetti e applicazioni. Mondo Digitale 3, 32–45 (2009)

    Google Scholar 

  • Rivoltella, P.C.: Media Education. La Scuola, Brescia (2017)

    Google Scholar 

  • Rivoltella, P.C.: Nuovi Alfabeti. Educazione e culture nella società postmediale. Morcelliana, Brescia (2020)

    Google Scholar 

  • Rosenberg, M., Luetke, M., Hensel, D., Kianersi, S., Fu, T.C., e Herbenick, D.: Depression and loneliness during April 2020 COVID-19 restrictions in the United States, and their associations with frequency of social and sexual connections. Soc. Psychiatry Psychiatric Epidemiol. 1–12 (2021)

    Google Scholar 

  • Roy, A.: The pandemic is a portal. Financial Times, 3 April 2020. https://www.ft.com/content/10d8f5e8-74eb-11ea-95fe-fcd274e920ca. Retrieved 25 Jan 2023

  • Saleh, D., Camart, N., Romo, L.: Predictors of stress in college students. Front. Psychol. 8, 19 (2017)

    Article  Google Scholar 

  • Sandhu, P., de Wolf, M.: The impact of COVID-19 on the undergraduate medical curriculum. Med. Educ. Online 25(1), 1764740 (2020)

    Article  Google Scholar 

  • Sharma, R., Ogle, H.L.: Students should allow the COVID-19 Pandemic to influence their training programme choices. MedEdPublish 9 (2020)

    Google Scholar 

  • Sharma, U., Aiello, P., Pace, E.M., Round, P., Subban, P.: In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers. Eur. J. Special Needs Educ. (2017)

    Google Scholar 

  • Scherer, R., Howard, S.K., Tondeur, J., Siddiq, F.: Profiling teachers’ readiness for online teaching and learning in higher education: who’s ready? Comput. Hum. Behav. 118, 106675 (2021). https://doi.org/10.1016/j.chb.2020.106675

    Article  Google Scholar 

  • Schlosser, L.A., Simonson, M.: Distance Education: Definition and Glossary of Terms, 3rd edn. Information Age Publishing, Charlotte (2009)

    Google Scholar 

  • Short, J., Williams, E., Christie, B.: The Social Psychology of Telecommunications. Wiley, London (1976)

    Google Scholar 

  • Sibilio, M.: L’interconnessione tra natura e cultura: implicazioni pedagogiche in tempo di pandemia. In: Stramaglia, M. (ed.) Abitare il futuro. Politiche per la formazione. Atti del Seminario di Studi del Centro di Documentazione, Ricerca e Didattica nel Campo delle Professioni Educative e Formative (CIRDIFOR) dell’Università degli Studi di Macerata Lecce-Rovato: Pensa Multimedia (2022)

    Google Scholar 

  • Sibilio, M.: Le criticità dell’autonomia scolastica e universitaria e la funzione strategica dell’educazione al tempo del COVID-19. Nuova Secondaria 10, 282–287 (2020)

    Google Scholar 

  • Sibilio, M., Aiello, P.: Lo sviluppo professioanle dei docent. Ragionare di Agentività per una Scuola Inclusiva. Edises, Naples (2018)

    Google Scholar 

  • Silletti, F., et al.: Distance learning in Higher Education during the first pandemic lockdown: the point of view of students with special educational needs. Qwerty 16(2), 30–46 (2021). https://doi.org/10.30557/QW000042

  • Sorcinelli, M.D.: Fostering 21st Century teaching and learning: new models for faculty professional development. In: Lotti, A., Lampugnani, P.A. (eds.) Faculty Development in Italia. Valorizzazione delle competenze didattiche dei docenti universitari, pp. 19–25 (2020)

    Google Scholar 

  • Steinert, Y.: Commentary: faculty development: the road less traveled. Acad. Med. 86(4), 409–411 (2011). https://doi.org/10.1097/acm.0b013e31820c6fd3

    Article  Google Scholar 

  • Trevisan, O., De Rossi, M., Grion, V.: The positive in the tragic: Covid pandemic as an impetus for change in teaching and assessment in higher education. Res. Educ. Media 12(1), 69–76 (2020)

    Article  Google Scholar 

  • United Nations Educational, Scientific and Cultural Organization [UNESCO]. Education: From Disruption to Recovery (2020). https://en.unesco.org/covid19/educationresponse. Retrieved 27 Jan 2023

  • Vallone, F., Nieves Mordente, N., Cattaneo Della Volta, M.F.: Stress e condizioni di salute psicologica negli studenti universitari durante la pandemia da COVID-19: fattori di rischio e fattori protettivi. TOPIC-Temi di Psicologia dell’Ordine degli Psicologi della Campania 1(1), 1–16 (2022). https://doi.org/10.53240/topic001.11

  • Xie, J., Rice, M.F.: Instructional designers’ roles in emergency remote teaching during COVID-19. Distance Educ. 42(1), 70–87 (2021). https://doi.org/10.1080/01587919.2020.1869526

    Article  Google Scholar 

  • Watermeyer, R., Crick, T., Knight, C., Goodall, J.: COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration. High. Educ. 81(3), 623–641 (2020). https://doi.org/10.1007/s10734-020-00561-y

    Article  Google Scholar 

  • Weick, K.E., Sutcliffe, K.M.: Governare l’inatteso. Organizzazioni capaci di affrontare le crisi con successo. Raffaello Cortina Editore, Milano (2010)

    Google Scholar 

  • Wyatt-Smith, C., Lingard, B., Heck, E.: “Lenses on Covid-19”: provocations. In: Wyatt-Smith, C., Lingard, B., Heck, E. (eds.) Digital Disruption in Teaching and Testing. Routledge, New York (2021). https://doi.org/10.4324/9781003045793

  • Zivin, K., Gollust, S.E., Golberstein, E.: Persistence of mental health problems and needs in a college student population. J. Affect. Disord. 117(3), 180–185 (2009)

    Article  Google Scholar 

  • Zurlo, M.C., Cattaneo Della Volta, M.F., Vallone, F.: COVID-19 student stress questionnaire: development and validation of a questionnaire to evaluate students’ stressors related to the coronavirus pandemic lockdown. Front. Psychol. 11, 576758 (2020)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Humanities, Philosophy and Education, University of Salerno, Fisciano, Italy

    Paola Aiello, Diana Carmela Di Gennaro, Erika Marie Pace, Emanuela Zappalà & Flavia Capodanno

Authors
  1. Paola Aiello
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Diana Carmela Di Gennaro
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Erika Marie Pace
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Emanuela Zappalà
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Flavia Capodanno
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Paola Aiello .

Editor information

Editors and Affiliations

  1. Foundation for Research and Technology, Heraklion, Crete, Greece

    Margherita Antona

  2. Foundation for Research and Technology, Heraklion, Crete, Greece

    Constantine Stephanidis

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Aiello, P., Di Gennaro, D.C., Pace, E.M., Zappalà, E., Capodanno, F. (2023). Shifting from the Discrete to the Continuum: How Are Italian Universities Facing the Challenge?. In: Antona, M., Stephanidis, C. (eds) Universal Access in Human-Computer Interaction. HCII 2023. Lecture Notes in Computer Science, vol 14021. Springer, Cham. https://doi.org/10.1007/978-3-031-35897-5_13

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-35897-5_13

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-35896-8

  • Online ISBN: 978-3-031-35897-5

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation