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 theoretical perspectives, review articles, methodological developments, empirical research 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. Today 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 aspects of educational technology and technology-enhanced learning Innovative learning environments Open and online education Collaborative learning Design 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. 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/
Production of a cognitive virtual reality artefact in the teaching of the History of Structural Engineering
T 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) 2022 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/
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) 2022 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) 2022 Prof., Prof., Prof. 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) 2022 Melania Talarico 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/
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/
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/
“Social Media Puppeteers”, “Social Media Fake News” and “Data Defenders”: Games and video games to promote youngsters’ information and media literacy
Video games have acquired heightened relevance following the experiences endured during the pandemic, notably concerning personal well-being and social connections. This contribution presents the tangible outcomes of the project YO-MEDIA – Youngsters’ Media Literacy in Times of Crisis, specifically the board games “Social Media Puppeteers” and “Social Media Fake News”, and the video game “Data Defenders”, which are the result of the design and production efforts of the project team. The article focuses on the mechanics, graphic choices, characters, and atmospheres of games. The ultimate goal of the products is to support the development of skills in young people through play, engagement, and direct participation, while introducing key techniques underlying pre-bunking and the strategies for debunking fake news, through the characters’ actions. During the games, the participants are called upon to produce information, deconstruct it, and verify sources.
Copyright (c) 2025 Alessandra Carenzio, Stefano Pasta, Ruth Sofia Contreras-Espinosa, Jose Luis Eguia-Gomez, Oksana Tymoshchuk, Maria Joao Antunes, Ana Passos, Frederico PROENÇA Proença https://creativecommons.org/licenses/by/4.0/
Paper versus Screen: The impact of annotation tools on reading strategies among university students
Previous research has shown that many students still prefer reading and annotating academic material in print form rather than on a screen, despite the increasing availability of digital reading material provided by instructors. This study aims to investigate the mediating effect of an Annotation Tool on digital reading as notetaking and underlining can enhance the capacity to understand and memorize digital written material by reducing cognitive load and facilitates comprehension. It involved 112 first-year students of a Master's Degree Course on Educational Technologies. The results confirmed that most students prefer academic texts on paper and that the use of a social annotation tool with digital academic texts can positively change perceptions of digital reading and comprehension. A significant correlation exists between reading others’ annotations to summarize concepts, clearer content understanding, and satisfaction with digital academic texts, suggesting improvements for academic teaching practices in digital material provision.
Copyright (c) 2022 Corrado Petrucco https://creativecommons.org/licenses/by/4.0/
Exploring Elli's world: A case study on students’ performance in media literacy tasks and teachers’ perceptions
This study investigates a game-based learning approach to enhance reading comprehension through multiple texts, emphasizing the importance of critical media engagement for students' academic success. Involving 155 students (F=83, Mean age=10.8, SD=1.3) from 5th (n=44), 6th (n=44), and 7th grades (n=65), along with 33 teachers who participated in a voluntary survey, the research aimed to assess students’ performance in Media Literacy tasks during four sessions of the videogame “Elli’s World”. Results indicated performance improvements from Session 1 to Session 3, followed by a decline in Session 4, suggesting potential fatigue. Although the class variable did not have a statistically significant impact on score increases, students' performance evolved differently over time depending on the class: younger students benefited from the game-based environment, whereas older students may respond better to shorter sessions. Although teachers expressed moderate satisfaction with the intervention, they reported no significant changes in students’ behaviour, highlighting the need for diverse instructional strategies and ongoing professional development to better align educational initiatives with classroom realities.
Copyright (c) 2025 Silvia Della Rocca, Antea Scrocco, Chiara Pecini, Christian Tarchi, Clara Bombonato https://creativecommons.org/licenses/by/4.0/
Crafting knowledge block by block: A systematic review on the educational potential of Minecraft in schools
The integration of digital technologies in education has led to innovative pedagogical approaches, with the videogame Minecraft emerging as a versatile platform for game-based learning. This systematic review examines recent literature on Minecraft’s educational applications in formal classroom settings. The study aims to evaluate Minecraft’s integration into school curricula, exploring its benefits, challenges, and effective implementation strategies. A qualitative synthesis of 18 peer-reviewed articles published between 2019 and 2024 was conducted, covering diverse educational contexts from kindergarten to secondary schools across various subjects. Findings indicate that Minecraft-based interventions can enhance spatial thinking, foster creativity, improve engagement, and support the teaching of abstract concepts. However, successful implementation requires careful consideration of curriculum alignment, assessment methodologies, and teacher training.
Copyright (c) 2025 Nadia Di Leo, Luigi Traetta https://creativecommons.org/licenses/by/4.0/
Humanising AI-DriveEducation: Balancing digital skills and soft skills in European universities
This study examines the integration of humanistic management and digital skills within higher education, focusing on the evolving landscape shaped by the COVID-19 pandemic and the rise of AI technologies. As universities worldwide adapt to increased digitalization, developing soft skills—such as emotional intelligence, communication, and critical thinking—has become paramount. This research explores the current state of digital competencies among educators in Spain and Italy, revealing a gap between the required and actual skill levels. The study highlights the importance of experiential learning methods, like LEGO Serious Play, in fostering these essential soft skills. Through a mixed-methods approach, the Bricks x Tips Lab serves as a case study, demonstrating the impact of humanistic training on educators' abilities to integrate technology and effectively maintain a human-centric educational experience. Findings suggest that while digital tools enhance flexibility and accessibility, the human element remains crucial for engagement and practical learning. This research underscores the need for comprehensive AI education policies and targeted training programs to equip educators with digital and soft skills, ensuring a balanced and inclusive approach to modern education.
Copyright (c) 2024 Fabiana Coluzzi, Vincenzo Galatro, Alfonso J Lopez Rivero https://creativecommons.org/licenses/by/4.0/
Tackling the digital divide: Exploring ICT access and usage patterns among final-year upper secondary students in Italy
This study examines the access and usage of Information Communication Technologies (ICTs) outside the school environment among upper secondary students in Italy, based on data from the 2021-2022 INVALSI Field Trial. The study investigates the availability of digital devices such as desktops, laptops, and smartphones, and explores usage patterns through a questionnaire addressing the first and second digital divides, socio-demographics, and other relevant factors. The findings provide food for thought for those who need to manage technology and enhance learning. Notably, 96% of students reported having access to a computer at home for both learning and non-learning activities, and 88% had internet connectivity at home. While initial results suggest a reduction in the digital access gap, logistic regression models indicate that the first-level digital divide remains challenging for certain socio-economic groups. Using association rules data mining techniques, therefore, specific activities were identified as the most influential among students. Most of the grade 13 students possessed ICT tools and used them primarily for leisure activities such as social media, online communication platforms, entertainment videos and music, and web browsing.
Copyright (c) 2024 Donatella Papa, Marta Desimoni https://creativecommons.org/licenses/by/4.0/
Questionnaire for assessing the digital competence of future teachers
This study presents the preliminary stages of a validation process for a questionnaire developed to assess the digital competencies of future teachers at the University of Bologna, focusing on students in the Pedagogy, Primary Education, and Early Childhood Education programs at the Giovanni Maria Bertin Faculty. Given the increasing importance of technology in various fields, measuring digital competencies is essential for future educators. The questionnaire, based on the “Cuestionario de Competencia Digital para Futuros Maestros” (CCDFM) by Cabero-Almenara et al. (2020), was adapted to Italian. The preliminary validation process described in this paper encompassed cultural adaptation, expert review, and a pilot test. To ensure data reliability, analytical techniques like Cronbach's alpha, KMO, and Bartlett's tests were used. Factor analysis and rotation were conducted to examine item structures, alongside factor loading tests. In a context where technology integration in education is essential, this tool promises to enhance teacher preparation and refine digital competency assessment methods. The results underscore its relevance for education professionals and researchers, confirming its potential to improve teacher training practices and broader research on digital competencies.
Copyright (c) 2024 Maria Victoria Fernández Scagliusi, Maria Del Carmen Llorente-Cejudo https://creativecommons.org/licenses/by/4.0/
Levelling up leadership: Harnessing gamification to cultivate soft skills in Italian and Portuguese master's students
This research investigates the effectiveness of gamification in enhancing leadership and teamwork abilities among Italian and Portuguese students pursuing a Master's degree in Business and Accounting Management through the "Leadership Quest" game. Employing a comprehensive data analysis methodology encompassing t-tests and ANOVA, the study assesses the game's impact on developing interpersonal skills. The results demonstrate significant enhancements in communication, strategic decision-making, and conflict-resolution skills following participation, with no discernible gender disparities. Additionally, the study delves into the differing emphasis on interpersonal skills within the educational frameworks of Italian and Portuguese institutions, highlighting opportunities for cross-border knowledge exchange and the sharing of best practices. The findings underscore the potential of gamification in bridging the divide between theoretical knowledge and the practical application of skills, cultivating an interactive and supportive learning environment. Recommendations include systematically integrating interpersonal skills training, promoting inclusive learning environments, and strengthening partnerships between universities and industries.
Copyright (c) 2024 valeria Caggiano, Antonio Ragusa, Susana Moreiro Bastos https://creativecommons.org/licenses/by/4.0/