Realtà aumentata e funzioni mnestiche: uno studio sperimentale nella scuola primaria
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Abstract
Il progetto di ricerca esplora l’integrazione della realtà aumentata (AR) nella didattica per migliorare l’apprendimento degli studenti. Precedenti ricerche condotte in contesti universitari hanno evidenziato l’efficacia dell’AR nel supportare la comprensione dei contenuti. Questo studio si propone di verificare se tali benefici siano osservabili anche nella scuola primaria, concentrandosi in particolare sul potenziamento di alcune funzioni mnemoniche. L’intervento, della durata di sei mesi, è stato implementato in una classe terza della scuola primaria, dove la realtà aumentata è stata integrata nelle lezioni di storia. I risultati indicano un miglioramento significativo nell’acquisizione dei contenuti (H1), nonché nella memoria visuo-spaziale (H2) e semantica (H3). Gli effetti più marcati si registrano nelle componenti mnemoniche, suggerendo che l’AR possa favorire processi cognitivi legati alla codifica e al recupero delle informazioni, anche in età evolutiva. Sebbene non sia formalmente configurato come un training cognitivo, l’intervento mostra un potenziale rilevante per il supporto allo sviluppo delle abilità di memoria nei bambini. Saranno necessari studi futuri per esplorare ulteriormente queste implicazioni in contesti educativi differenti.
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