Italian Journal of Educational Technology
Since 1993, a journal on educational technology The Italian Journal of Educational Technology (formerly TD Tecnologie Didattiche) is an international, refereed, diamond open access journal that publishes methodological developments, empirical research, systematic review articles, and best practice in the field of educational technology. The journal targets researchers, scholars, practitioners and policy makers, welcoming contributions in English on any aspect of technology-enhanced learning in formal, non-formal and informal learning contexts. Italian Journal of Educational Technology covers all education levels, from early years through to technical, vocational and higher education, professional development and corporate training, and any subject domain. The journal aims to promote and maintain a high standard of scholarly work on the relationship between learning and technology, by contributing to the ongoing discussion and advancement of the research field. With its Diamond Open Access policy, it intends to disseminate widely and democratically research findings, theories and methodologies, to promote a culture of Educational Technology especially in countries, like Italy, where there is still resistance to educational innovation and where technological advancement cannot be taken for granted. As the first journal dedicated to this research area in Italy, it has always been an essential reference point for researchers and educators at national level. From 2017, the journal addresses the international arena and welcomes contributions and readers from all over the world. All contents of the Italian Journal of Educational Technology are licensed under a Creative Commons Attribution CC_BY 4.0 International License. Readers have free online access to the contents of all issues of the journal. Italian Journal of Educational Technology has been recognised as Classe A journal in the assessment carried out by ANVUR, the agency designated by Italy's Ministry of Education and Research for evaluating research institutions and scientific output. Keep reading in About. TOPICS Topics covered concerns any aspect of educational technology, including: Theoretical-methodological aspects of educational technology and technology-enhanced learning Innovative learning environments Open and online education Collaborative learning Design and validation of learning environments Evaluation and assessment Mobile technologies and social media Game-based learning Formal, non-formal and informal learning Digital literacy Technology for inclusive learning Digital contents and educational resources Research methods in educational technology Policies for innovation in educational systems Artificial Intelligence and learning Educational applications of virtual and augmented reality
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY 4.0 Attribution 4.0 International License. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
Editorial. Reflections on the advent of generative AI and its impact on scholarly publishing
Copyright (c) 2026 Donatella Persico, Francesca Dagnino, Giovanni Fulantelli, Davide Taibi https://creativecommons.org/licenses/by/4.0/
AI in education: Evidence from cluster-based profiling of social educators and teachers in Italy
The paper examines how professionals working in Italian educational contexts - social educators and teachers - perceive and use Artificial Intelligence (AI) in their professional practice. Conducted within the TEACH-AI project, the study is based on questionnaire data collected from 400 social educators and more than 4,000 curricular and support teachers. The aim is to identify and compare empirically grounded profiles of engagement with AI by analyzing patterns of affordance-in-practice, professional capability, and sentiment. Cluster analyses identified four recurring profiles - Receptive, Adaptive, Oppositional, and Indifferent - showing structurally similar configurations across professional roles. Findings reveal a gap between the predominantly operational use of AI tools and their perceived potential to support reflective, inclusive, and relational educational practices. The paper discusses how cluster-based profiling can inform the design of adaptive and differentiated professional development pathways, moving beyond an understanding of AI integration based solely on levels of adoption.
Copyright (c) 2022 Matteo Adamoli, Federica Emanuel, Michele Marangi, Marco Rondonotti, Paolo Raviolo https://creativecommons.org/licenses/by/4.0/
Editorial. Extended education in a technology augmented world
Extended Education redefines learning by integrating Artificial Intelligence (AI), Virtual and Augmented Reality (VR/AR), and robotics to transcend traditional educational boundaries. It embraces formal, informal, and lifelong learning, promoting inclusivity, flexibility, and internationalisation through virtual mobility and micro-credentials. Yet, this transformation raises key ethical and pedagogical challenges, including digital inequality, data privacy, and algorithmic bias. The six interdisciplinary contributions - from Italy, Switzerland, and the USA- address themes such as AI-assisted writing, AI-generated multimedia, multimedia learning principles, AI-supported medical radiography, VR/AR in construction history, and project-based language learning in the MENA region. Together, by situating extended education within global and interdisciplinary dialogues, highlight not only the transformative potential of emerging technologies but also the urgent need for responsible frameworks ensuring equitable, human-centred, and pedagogically sound innovation in education.
Copyright (c) 2022 Barbara Bruschi, Laurent Dutoit, Ioannis Lefkos, Manuela Repetto https://creativecommons.org/licenses/by/4.0/
Editorial. Weaving the future of education, innovative pedagogy in a digital, inclusive, and sustainable world
Copyright (c) 2025 Davide Taibi, Giovanni Fulantelli https://creativecommons.org/licenses/by/4.0/
Dear readers, starting from this issue – the first of 2025 – I am taking on the role of Direttrice Responsabile of the Italian Journal of Educational Technology. It is a responsibility that deeply honors me, also representing an extraordinary opportunity for my professional growth. Having worked for many years as a science journalist for the National Research Council of Italy (Cnr), the chance to become more directly involved in the work of a research community of one if its Institutes allows me, once again, to broaden my perspective in understanding its goals, achievements and values, pushing me to the very frontier of knowledge in this crucial field, which is currently under-going deep transformations. For this reason, one of my first tasks will be to help increasing the visibility of the Journal as widely as possible, promoting and showcasing its many contributions – along with calls for papers as well as every milestone of its “ongoing life” – to a broad range of stakeholders: academics, Italian and international research institutions, policymakers, educational system, mass media. The Italian Journal of Educational Technology is the first Italian scientific journal dedicated to educational technologies, and certainly one of the longest-standing journals of the Cnr. In my vision, it will be important to preserve its uniqueness and prestige, giving evidence to the reflections it offers, and sharing them with broader segments of society with the goal of fostering an informed and conscious public debate. The evolution of educational technologies and their impact on the educational system is, also, a topic that personally involves me, having dedicated part of my research job in exploring which skills are essential to preserve and develop in order to interact appropriately with AI – a tool which is becoming increasingly pervasive even in teaching and educational contexts. For my part, I will be fully committed and responsible in supporting the work of the Editor-in-chief, the Co-editors, and the Editorial Board, to ensure that the Journal continues to serve as a key reference point and an “open laboratory” around these topics. Enjoy your reading, and may we walk this path together.
Copyright (c) 2025 Francesca Gorini https://creativecommons.org/licenses/by/4.0/
Education and inclusive technologies for students with neurodevelopmental disorders: A systematic scoping review
This scoping review examines the utilization of inclusive technologies for students with neurodevelopmental disorders after the COVID-19 pandemic. It classifies technologies into six categories: task-specific software, virtual and augmented reality, video modeling, hardware equipment, learning environments, and computer-mediated communication systems for interactions with peers and tutors occurring online. Findings indicate that most interventions focus on academic skills, with limited emphasis on fostering social inclusion or peer interaction. Intellectual and developmental disabilities were the most represented conditions, followed by learning disabilities and Attention-deficit/hyperactivity disorder. Gaps include the need for more holistic pedagogical frameworks and insufficient research on emotional well-being and long-term impact, highlighting the need for future exploration.
Copyright (c) 2022 Ivan Traina, Luca Ghirotto https://creativecommons.org/licenses/by/4.0/
Production of a cognitive virtual reality artefact in the teaching of the History of Structural Engineering
The article analyses the use of virtual (VR) and augmented reality (AR) in the teaching of History of Construction at the University of Rome Tor Vergata, during the academic year (AY) 2024/25. The students designed three-dimensional experiences to explore architectural structures and understand their construction characteristics. The project integrated AR/VR as tools for constructing cognitive artefacts, evaluated in itinere. Through a case study and the analysis of a questionnaire, the links between the teaching task and the support of the learning process are explored, in particular: 1) the activation of pre-knowledge; 2) the use of metacognitive strategies, including deliberate practice and self-explanation; 3) the ability to map and verbalize learned knowledge. The results highlight the effectiveness of AR/VR in constructing epistemic representations and promoting meta-reflections in design learning processes.
Copyright (c) 2025 Angela Spinelli, Gianluca Capurso https://creativecommons.org/licenses/by/4.0/
Editorial. Board and video games in education: Challenges and opportunities
Game-Based Learning (GBL) continues to gain traction across educational levels, offering engaging, experiential approaches that foster both disciplinary learning and transversal competences. The articles featured in this special issue explore the educational potential of both commercial and serious games, digital and analog, to support learning in diverse domains, from STEM to media literacy. The issue also addresses key challenges in GBL implementation, including the need for learning design skills, teacher training, and inclusive practices that respond to learner diversity. Contributions adopt a variety of methodologies, from experimental studies to critical reviews, and extend the field’s scope by investigating underexplored topics such as biofeedback-based games and gender-related differences in gamification effectiveness. Taken together, the contributions emphasize the sheer variety of GBL approaches, while carefully considering how GBL should be employed to be effective.
Copyright (c) 2025 Marcello Passarelli, Massimiliano Andreoletti, Liliana Silva, Sylvester Arnab https://creativecommons.org/licenses/by/4.0/
Development of an AI-based interactive tool to support radiographer training in chest x-ray analysis
The increasing demand for chest X-ray examinations presents challenges in radiography education, requiring scalable and interactive learning solutions. This study presents an AI-based interactive tool designed to enhance radiographer training by providing real-time feedback, anatomical segmentation, and self-assessment features. Twenty-five third-year radiography students evaluated the tool’s usability and perceived quality using a validated evaluation framework. The results indicate high learnability (3.12/4), system response time (3.54/4), and security (3.38/4) but highlight areas for improvement in stability (2.79/4) and diagnostic performance (2.79/4). The tool was generally well accepted, with moderate scores perceived benefit (3.02/4) and intention of use (2.75/4). While the AI tool shows promise in enhancing radiography education through interactive learning, further improvements in stability and user interface design are needed for broader adoption. Future studies will assess its impact on learning outcomes and clinical decision-making skills.
Copyright (c) 2025 Ricardo Teresa Ribeiro, Lucas Mourot, Kevin Sprengers, Laurence Flauction, Cláudia Sá dos Reis, Laura Elena Raileanu https://creativecommons.org/licenses/by/4.0/
Framing Generative Artificial Intelligence through metaphors: Insights from Italian university students
This study investigates how Italian university students metaphorically represent Generative Artificial Intelligence (GAI) and whether such representations show potential associations with gender, age, field of study and prior GAI knowledge. Data were collected through a cross-sectional online survey of 296 students. The analysis followed a hybrid Framework Method, combining inductive development of a category system, deductive application with single-label assignment, and double coding with assessment of intercoder reliability. Bivariate patterns were examined using chi-square tests and evaluated under Benjamini–Hochberg procedure for false discovery rate control (q = 0.05). Results revealed a compact repertoire of metaphor families. Tool/assistant framings predominated, followed by partner/coach and agent/autonomy framings; risk/control and ethics/governance framings were less frequent yet salient. Students’ metaphors highlight available representational resources and pragmatic expectations about GAI, offering insights for Artificial Intelligence (AI) literacy activities focused on understanding, agency, and control. Limitations include explicit elicitation, single-label coding, and the use of a convenience sample. Future research should test multi-label coding schemes and analyse conversational interaction.
Copyright (c) 2022 Nadia Sansone, Alessandro Iannella, Ilaria Bortolotti https://creativecommons.org/licenses/by/4.0/
The impact of AI-generated multimedia on learning and information retention
Generative Artificial Intelligence (GAI) is transforming education, offering new opportunities for the creation of innovative teaching tools that facilitate access to content. This study, conducted within the framework of the AVENGERS project – Artificial Video for Education: New Generation Empowerment Resource for Study – involved 66 university students and aimed to evaluate the effectiveness of a GAI-generated video based on a text excerpt from the AMOS psychometric test, designed to assess comprehension, organisation, and memory skills. The objective was to compare the impact of multimedia presentation with that of traditional textual delivery. The findings suggest that educational videos generated using GAI can enhance memory retention, but are less effective in supporting the sequencing of concepts. GAI thus emerges as a promising resource for learning support, but it needs to be integrated into a broader pedagogical framework and complemented by active teaching methodologies in order to maximise its effectiveness.
Generative Artificial Intelligence (GAI)
Multimedia Learning; Cognitive Performance
Copyright (c) 2025 Elisabetta Tombolini, Luna Lembo, Francesco Peluso Cassese https://creativecommons.org/licenses/by/4.0/
Writing with, without and against the AI. Insights from a high school writing lab
AI is enabling new practices to potentially extend education, but if such practices enhance or endanger learning is still under discussion. This study presents the findings of an explorative research conducted in a sophomore high school class in Italian-speaking Switzerland, aimed at investigating the impact of ChatGPT on fiction writing education. Students were provided with narrative stimuli and asked to write a short story on their own or with the support of ChatGPT 3.5. The resulting corpus was enriched with stories generated by ChatGPT alone. The analysis followed a dual quantitative and qualitative approach, examining the short stories in combination with feedback from authors and from a reading group composed of students of the same age. The results suggest clear differences among the three types of stories and a shift in focus during the writing process for students who used ChatGPT.
Copyright (c) 2025 Luca Botturi, Luca Cignetti, Silvia Demartini https://creativecommons.org/licenses/by/4.0/
Evaluating immersive digital environments through Mayer’s principles of multimedia learning
In recent years, integrating digital technologies in education has fostered the development of immersive and interactive learning environments. This study analyzes digital products made by students in the Technologies of Instruction and Learning course at the University of Turin evaluating them according to Mayer’s principles of multimedia. The analysis showed significant results concerning segmentation principles, spatial contiguity, and Interactivity, while personalization and coherence have room for improvement. Results on correlations between variables indicate that appropriate visual and structural design improves the learning experience by reducing redundancy and cognitive overload. The ‘balance between multimedia, interactivity, and segmentation is essential to ensure effective learning. The educational implications highlight the need for pedagogic design to maximize the potential of new educational technologies.
Copyright (c) 2025 Melania Talarico https://creativecommons.org/licenses/by/4.0/
Teacher personal professional identity and the challenge of digital citizenship: A process-oriented case study in Italian and Irish secondary schools
This paper examines the relationship between teacher personal professional identity (TpPI) and digital citizenship through an exploratory case study. It aims to provide an in-depth understanding of the impact of digital technologies on the teaching profession by analysing the experiences of 43 secondary school principals and teachers in Ireland and Italy. The empirical research, grounded in the idiographic paradigm, adopts a process-oriented vertical case study approach. Within this framework, a comparative axis is developed to analyse and contrast interview-derived data. The main findings reveal two distinct trajectories of identity development and offer insights into participants’ conceptions of both digital citizenship and the broader digital transformation of education.
Teacher personal Professional Identity (TpPI)
Copyright (c) 2022 Giacomo Zavatta https://creativecommons.org/licenses/by/4.0/
Escape room in 3D virtual worlds: Reflections on new digital skills for innovative teaching by special educational teachers in training
The introduction of virtual worlds and digital escape rooms in education marks a significant milestone for inclusive education. This study explored the impact of 3D Learning Virtual Worlds and escape rooms on the motivation and digital skills of 840 special education teachers in training at the University of Foggia. Using the DigiComp 2.2 framework and the FrameVR.io platform, participants created immersive virtual worlds and designed educational escape rooms during their internships. Results showed significant improvements in digital skills, particularly in problem-solving and digital content creation. Moreover, the System Usability Scale (SUS) analysis highlighted a positive perception of the usability of virtual worlds, with room for improvement. The study confirms the potential of virtual worlds in promoting active and inclusive learning, offering new opportunities for the digital transformation of education.
Copyright (c) 2022 Alfonso Filippone, Umberto Barbieri, Emanuele Marsico https://creativecommons.org/licenses/by/4.0/
The assessment practices used by teachers before and after the experience of Distance Learning
Distance Learning (DL) introduced due to the health emergency has imposed a total and complex reorganization of schools, renewing the debate on the role of technologies in teaching. Among the actors directly involved in the school readjustment are certainly teachers, who have had to deal with teaching and assessment tools and methods different from their usual practices. This study, as part of a broader research project carried out for a doctoral thesis, delves into the experience lived by teachers during DL with particular reference to the use of ttechnologies and the assessment of learning. This paper presents the results that emerged from the compilation of a questionnaire, administered to 423 teachers participating in the training course INVALSI tests and data literacy: towards skills-based teaching, aimed at deepening the assessment practices used following the DL experience and the difficulties encountered by teachers in assessing learning.
Copyright (c) 2022 DANIELA TORTI https://creativecommons.org/licenses/by/4.0/
Fostering AI literacy in education: Insights from a targeted teacher training program
This study examines the impact of targeted professional development on teachers' AI knowledge and confidence. 60 secondary school teachers participated in training on AI principles, applications, and classroom integration, using hands-on and collaborative approaches. The study uses a counterfactual design with pre-post measurements and a control and experimental group. The research measured changes in knowledge of AI concepts and affective responses to AI tools. Results show statistically significant improvements in the intervention group across multiple dimensions: general AI knowledge, familiarity with AI technologies and techniques, ability to distinguish AI from non-AI tools, and perceived ease of use. Teachers also reported increased engagement and reduced anxiety about AI integration, despite greater awareness of implementation complexity. Findings demonstrate that structured professional development combining conceptual understanding with practical application effectively builds foundational AI literacy. The results underscore the need for continuous professional development to address the rapid evolution of AI technologies.
Copyright (c) 2022 Jessica Niewint-Gori, Sara Mori, Francesca Storai https://creativecommons.org/licenses/by/4.0/
Blending and flipping preservice teacher education: A phenomenological study
This case study explored a large cohort of preservice teachers’ perceptions of a blended learning course that integrated flipped classroom elements to promote deep learning about technology integration in education. The course involved face-to-face lessons, online synchronous sessions, team debates, and peer review activities. Data from course evaluations, learning artifacts, and a post-course survey indicated that participants found the blended structure effective for achieving course objectives and fostering higher-order thinking skills like analyzing and evaluating. The flipped approach engaged students in extending their learning through active discussions and relevant activities. Overall, participants perceived coherence between the learning processes activated and the expected outcomes of applying concepts to authentic teaching scenarios. While acknowledging challenges in adapting to the flipped model, preservice teachers valued the opportunities for autonomy, peer modeling, and preparing for technology-integrated instruction. The findings highlight blended learning’s potential for transforming even large cohorts of teacher education programs through innovative, student-centered pedagogies.
Large Cohort-Preservice Teacher Education
Copyright (c) 2025 Ottavia Trevisan, Marina De Rossi https://creativecommons.org/licenses/by/4.0/
Online collaborative learning to promote teachers’ evaluative thinking
The study focuses on how to strengthen teachers’ evaluation skills in a social and collaborative dimension. The introduction of collaborative learning modes was tested within an institutional teacher training programme via LMS. Indeed, Computer Supported Collaborative Learning (CSCL) is considered appropriate for developing reflective skills through peer exchange. The article examines the Valu.Elearn programme, aimed at in-service teachers to strengthen their evaluative competence. The study focuses on two collaborative e-activities. A total of 166 teachers and two tutors participated in these activities during the school year 2021-22. The Community of Inquiry was used as a framework for analysing the content of the forums, while the interactions between participants were examined using sociocultural discourse analysis. The findings highlight the potential and limitations of the online environment for promoting collaborative reflection on evaluation issues.
Computer-Supported Collaborative Learning
Copyright (c) 2025 Dr. Sara Romiti, Dr. Francesco Fabbro, Prof. Maria Ranieri https://creativecommons.org/licenses/by/4.0/
Copyright (c) 2022 Donatella Persico, Francesca Pozzi, Davide Taibi https://creativecommons.org/licenses/by/4.0/
NAO and emotional learning: A systematic review of applications in primary schools
Emotional competence is crucial for academic success and mental well-being, helping address challenges like anxiety, stress, bullying, and depression in school-aged children. Despite its importance, Social Emotional Learning (SEL) programs remain under integrated in primary education. Social robots, such as NAO, offer innovative opportunities to bridge this gap by fostering emotional competence through interactive and engaging approaches. This systematic review investigates NAO's potential in primary school contexts, emphasizing its dual role in promoting emotional skills and enhancing learning outcomes. Guided by PRISMA methodology, searches in Scopus, Web of Science, and EBSCO identified studies categorized into two groups: (a) those focusing on improving emotional skills, such as empathy and emotional regulation, and (b) those using NAO’s emotional feedback to enhance academic performance, particularly in vocabulary and reading. The findings demonstrate NAO's effectiveness in creating interactive environments that advance cognitive and emotional development, underscoring its value in primary education.
Copyright (c) 2022 Anna Teresa Musicco, Luigi Traetta https://creativecommons.org/licenses/by/4.0/
Exploring gender dynamics in gamified physics learning – investigating gamification's impact on engagement and learning across genders
This study examines the effects of gamification on student engagement, motivation, and learning outcomes in the Basketball Physics Challenge, a physics-based educational game. Twenty secondary school students (aged 15-18) participated in a crossover study, experiencing both gamified and standard versions of the game. The findings revealed no significant overall gender differences in motivation or performance. However, female learners showed a decrease in motivation after transitioning to the gamified condition, while male learners exhibited a slight increase. Performance metrics indicated males initially scored higher in the gamified condition, while females demonstrated higher engagement, which declined over time. A multivariate ANOVA identified significant gender effects on performance. These results suggest gamification may enhance male learners' performance, while sustaining female engagement may require adaptive strategies. The study highlights the need for gender-specific approaches in gamified educational technologies and suggests further research with larger, more diverse samples to better understand the impact of gamification on learning outcomes.
Copyright (c) 2025 Katharina Richter, Michael Kickmeier-Rust https://creativecommons.org/licenses/by/4.0/
The environmental impact of the digital universe and the role of education
The environmental impact of the digital universe is one of the critical challenges humanity faces today. This impact manifests primarily through two forms of emissions: embedded emissions, resulting from the processes involved in transporting, processing, and assembling over seventy components, and operational emissions, generated by the active use of digital services, such as sending messages or sharing content. This paper examines the educational potential of an emerging discipline named environmental education of digital resources. Rooted in a philosophy of education articulated in the final section, this discipline is proposed as a central tool for dissemination and knowledge production within the context of cloud computing. The paper concludes with reflections on the limitations of this contribution and suggests a trajectory toward a new paideia, aiming to regenerate thought and redefine our relationship with the digital realm.
Copyright (c) 2025 Enrico Orsenigo, Michela Bongiorno, Maria Valentini, Cecilia Pellizzari, Lino Rossi https://creativecommons.org/licenses/by/4.0/
The implementation of mobile learning in Primary Schools in Indonesia
This research explores the implementation of mobile learning in primary schools in Indonesia through a systematic literature review (SLR). Following the systematic review methodology outlined by Newman and Gough (2020), this research conducted an analysis of selected articles. These articles were retrieved from Google Scholar to ensure a broad and relevant selection of sources. Most articles were published in 2021 and 2022. Mobile learning has become a significant trend in education, with its applications including videos, teaching materials, e-modules, augmented reality apps and applications for gadgets (applications that can be accessed through devices such as smartphones or tablets). Based on the results of this study, mobile learning has been successfully implemented in various subjects, demonstrating its potential to improve educational outcomes. However, significant challenges remain, including limited infrastructure, lack of teacher skills and inequitable access to digital devices. Challenges were also identified, such as teacher preparedness and accessibility for students.
Copyright (c) 2025 Alda Rizqy Amalia, S.Pd, Dr. Agus Wedi, M.Pd, Prof. Dr. Punaji Setyosari, M.Pd, M.Ed https://creativecommons.org/licenses/by/4.0/
Board games in prison: an explorative case study
This article examines the “Giocare Dentro” project, an Italian initiative that introduced board games into the prison system as an educational practice. Developed by Gabriele Mari and his team, the project aims to use board games to promote cognitive, emotional, and social skills among people in prison. Despite the restrictive and isolating nature of the prison setting, a closed institution marked by marginalisation, over the years board games have proven to promote communication, self-reflection, and conflict management. Where the penitentiary educational approach views education as serving disciplinary purposes, the project offers a different perspective, using play as a form of empowerment and personal growth. Through a structured interview with Mari, this case study highlights the complexities and potential of a board game-based project in prison, providing important insights on how to replicate the experience in other prison contexts.
Educational Technology Enhanced Learning
Copyright (c) 2025 Luca Decembrotto, Gabriele Mari https://creativecommons.org/licenses/by/4.0/
In this issue we publish four papers, two of which tackle the issue of educators’ digital competences. This is an urgent topic in the Educational Technology research field, as - in response to the fast and continuous changes of today’s society - educators are increasingly expected to possess a diverse range of skills, knowledge and competences.
Copyright (c) 2024 Francesca Pozzi https://creativecommons.org/licenses/by/4.0/
Cosmo Hunters - a card game for middle-school (K12) Astronomy Education
We explored the potential of the original card game Cosmo Hunters to engage low secondary school students and promote interest in astrophysical observations and the electromagnetic spectrum. We involved 175 Italian 13-years-old students and compared a game-based learning activity that used Cosmo Hunters with a frontal lesson with the same content. We tested the interest in the addressed scientific aspects before starting the activity, immediately after, and four weeks later. Overall, we concluded that our game-based learning approach is enjoyable and engaging. We also noticed that it enhances more efficiently the interest in the scientific aspects embedded in its game mechanics, i.e., the existence of different frequencies of the electromagnetic spectrum and the multi-frequencies observations used in astronomical research. We concluded that Cosmo Hunters can offer a compelling alternative to standard lectures for introducing and engaging the students with the basic concept of the electromagnetic spectrum and astrophysics observations.
Copyright (c) 2025 Rachele Toniolo, Giannandrea Inchingolo, Alessandra Zanazzi, Silvia Casu https://creativecommons.org/licenses/by/4.0/
Copyright (c) 2024 Caterina Roseo https://creativecommons.org/licenses/by/4.0/
“I like everything about it” - Perceived educational value of a digital gaming experience with Assassin’s Creed Odyssey: Discovery Tour
While research on videogames in education mostly focuses on demonstrating the effectiveness of Game Based Learning in a broad range of educational contexts, few studies have focused on examining in-depth stakeholders’ perceptions in the educational/teaching area concerning gaming experiences based on a first-person play session. To fill this gap, this study presents the results of a reflexive thematic analysis of the answers to a qualitative survey based on a gaming experience of 13 informants related to the educational field (teachers, researchers, and Master degree students). The game used in the experience was Assassin’s Creed Odyssey: Discovery Tour. The main aim was to understand their perceptions of possible uses of this digital game in formal educational contexts. Our analysis reveals the general perception of a significant overall advantage in the use of this game as an instructional tool compared to a traditional pedagogical approach. Pedagogical solutions for an instructional implementation and design, teaching interventions, critical perspectives are discussed.
Copyright (c) 2024 Michele Sardo, Mattia Thibault https://creativecommons.org/licenses/by/4.0/
Biofeedback games in education: A review with implications for teacher training
Biofeedback games use physiological feedback such as heart rate variability, electrodermal activity, breathing rate, and EEG data to help individuals improve awareness and control of their emotional responses. These tools have become increasingly recognized for their role in enhancing cognitive development, emotional regulation, and stress management. While biofeedback games have demonstrated substantial benefits in therapeutic contexts, their use in teacher training remains significantly underexplored. This review synthesizes the current research on biofeedback games, highlighting their therapeutic effects and cognitive benefits, followed by a discussion on their potential for application in teacher training settings. Through a critical disability studies lens, we propose the potential of these tools in supporting teachers’ emotional well-being and reducing teacher burnout, thereby fostering more inclusive learning environments. The review concludes with the limitations of current research, along with recommendations for future studies to address the research gap and enhance teacher well-being and resilience through biofeedback interventions.
Copyright (c) 2025 Savannah Olivia Mercer, Giorgia Rita De Franches https://creativecommons.org/licenses/by/4.0/