Abstract
Recent technological advancements have increased computer crime, requiring public authorities to implement structured mitigation strategies. While initiatives exist to improve digital literacy on device security, they must also address the complexities of computer crime. Using Design Science Research, this study investigated the applicability of chatbots to raise awareness of computer crime in a public administration setting. A systematic literature review highlighted the issue's relevance and identified knowledge gaps. A scoping review gathered concepts, methodologies, technologies, architectures, and tools for developing and evaluating an effective chatbot. The design and development phase included a detailed proposal for a sophisticated chatbot architecture. During the demonstration and evaluation phases, the utility of the chatbot was tested in the domain of conversational flow efficiency and usability. The study's primary results and contributions are to assess the chatbot's effectiveness in raising awareness of computer crime on public websites. Future work should focus on implementing the chatbot in the actual context of public administration, proposing a network of specialized conversational assistants, and improving public service interoperability to enhance computer crime awareness.

Abstract
In recent years, educators have observed a significant decline in student engagement, particularly in subjects involving demanding content. This lack of interest has resulted in high absenteeism rates and a general struggle to absorb the presented material. Students are increasingly exposed to external distractions, leading to a lack of concentration and motivation. In some cases, students seek refuge in online games during classes. To address these issues, this paper conducts a comprehensive and in-depth review of the use of Game-Based Learning (GBL) and Gamification in education, with a specific focus on higher education. In this investigation, our objective is to foster a more interactive learning environment and, ultimately, enhance the overall educational experience, inspiring educators to create a dynamic learning environment that captivates students and renews their enthusiasm for academic pursuits.

Abstract
The hypercube is a novel viewport management and information visualization system that introduces three conceptual applications (called WorkScenes), focusing on interaction, reading, and visualization concepts. Thus, we first published the conceptual description, interaction metaphors, and the prototype in HyperCube4x: a viewport management system proposal. This article introduces HyperBook, a virtual reality-based application that aims to make e-books, infographics, storytelling, and other reading-related initiatives more attractive, by proposing the following concepts: (1) depth and surface, (2) cutting a document into pages, and (3) virtual screen enlargement. Then, we demonstrate how these features (1) integrate with virtual reality environments' attributes such as flow, presence, and immersion, (2) fit Shneiderman's visual-information-seeking mantra, and (3) solve the Egyptian scroll effect of desktop metaphor-based reading. Finally, we present the acceptability and usability study results with 31 participants who scored HyperBook at 76.29 on the System Usability Scale.

Abstract
Despite the proliferation of guidelines, standards, and best practices for digital accessibility, many platforms and websites remain inaccessible to people with disabilities. Although global awareness is slowly increasing, little has been done to overcome this issue. This study explores the potential of Artificial Intelligence (AI) and Machine Learning to address this problem, focusing on the personalization of user interfaces (UIs) in electric motorcycles. Unlike static guidelines, AI-driven solutions can dynamically adapt to the specific needs of users, creating more inclusive digital experiences. We propose a CAIA (Comprehensive AI Accessibility) framework model as a way to integrate AI into electric motorcycle interfaces, allowing users to configure their accessibility preferences and for AI to automatically adjust the display and controls of the motorcycle, promoting a human-centered computing approach and an adaptive system. The model has shown to effectively improve user models and personalization, ensuring a personalized and inclusive experience. The study concludes that AI-driven systems, when ethically implemented, can enhance digital inclusion while providing a more tailored and adaptive user experience. It also discusses the ethical implications, privacy concerns, and the role of human involvement in the development of assistive technologies and interaction design, offering a comprehensive solution to improve digital inclusion for all types of users.

Abstract
Background: Students with Autism Spectrum Disorder (ASD) often face significant challenges in traditional educational environments, including difficulties in social interaction, engagement, and adapting to standard learning methods. These barriers can hinder their academic and personal development, highlighting the need for more inclusive and adaptive educational solutions. Objective: This study investigated whether immersive VR-based STEM learning environments can support the cognitive, social and behavioural development of pupils with ASD. We evaluated usability and accessibility needs, validated the artefact through expert consensus, and measured pre-post changes using established standardised instruments. Methodology: The research followed the Design Science Research (DSR) approach within STEM (Science, Technology, Engineering, and Mathematics) to develop VR-based learning experiences adapted to the needs of students with ASD. The Delphi method involved experts in defining best practices and educational strategies, helping to ensure that the proposed solutions were appropriate and aligned with student characteristics. The study included a control and an experimental group, both composed of students with ASD and typically developing students, assessing the impact of VR on learning and socialisation. Results: The findings suggest that VR-based learning environments may support improvements in cognitive, behavioural and social skills, although causal inference is limited by the small sample size and absence of randomisation. Conclusions: This study provides preliminary evidence that VR-based learning environments may help address educational barriers for students with ASD by offering structured, engaging and adaptable environments that could support inclusion and development.