Italian Journal of Educational Technology
type: channel
description: 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 a…
publisher: Firenze University Press
language: en
publication name: Italian Journal of Educational Technology
issn: 2532-4632
copyright: 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)
items: Editorial. Reflections on the advent of generative AI and its impact on scholarly publishing
items: AI in education: Evidence from cluster-based profiling of social educators and teachers in Italy
items: Editorial. Extended education as an interconnected ecosystem
items: Editorial. Extended education in a technology augmented world
items: Editorial. Weaving the future of education, innovative pedagogy in a digital, inclusive, and sustainable world
items: Letter to readers
items: Education and inclusive technologies for students with neurodevelopmental disorders: A systematic scoping review
items: Production of a cognitive virtual reality artefact in the teaching of the History of Structural Engineering
items: Editorial. Board and video games in education: Challenges and opportunities
items: Development of an AI-based interactive tool to support radiographer training in chest x-ray analysis
items: Framing Generative Artificial Intelligence through metaphors: Insights from Italian university students
items: Project-based language learning in the Middle East and North Africa: An AI-assisted systematic review
items: The impact of AI-generated multimedia on learning and information retention
items: Museums for all: Perspectives of Special Pedagogy for inclusion
items: From analysis to practice: The creation of podcasts in special education teacher training
items: Writing with, without and against the AI. Insights from a high school writing lab
items: Augmented reality and memory functions: An experimental study in primary school
items: Evaluating immersive digital environments through Mayer’s principles of multimedia learning
items: Toward a new paradigm of AI-powered programming education through metacognition
items: Teacher personal professional identity and the challenge of digital citizenship: A process-oriented case study in Italian and Irish secondary schools
items: Escape room in 3D virtual worlds: Reflections on new digital skills for innovative teaching by special educational teachers in training
items: The assessment practices used by teachers before and after the experience of Distance Learning
items: Fostering AI literacy in education: Insights from a targeted teacher training program
items: Blending and flipping preservice teacher education: A phenomenological study
items: Online collaborative learning to promote teachers’ evaluative thinking
items: Editorial
items: NAO and emotional learning: A systematic review of applications in primary schools
items: Exploring gender dynamics in gamified physics learning – investigating gamification's impact on engagement and learning across genders
items: The environmental impact of the digital universe and the role of education
items: The implementation of mobile learning in Primary Schools in Indonesia

Editorial. Reflections on the advent of generative AI and its impact on scholarly publishing
type: item
subject: Editorial
  topic: section
subject: Editorial
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
subject: Generative AI
  topic: keywords
subject: Scholarly Publishing
  topic: keywords
creator: Donatella Persico
creator: Francesca Dagnino
creator: Giovanni Fulantelli
creator: Davide Taibi
rights: Copyright (c) 2026 Donatella Persico, Francesca Dagnino, Giovanni Fulantelli, Davide Taibi https://creativecommons.org/licenses/by/4.0/
date: 2026-07-01
publication date: 2026-07-01
doi: 10.17471/2499-4324/1625

AI in education: Evidence from cluster-based profiling of social educators and teachers in Italy
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: AI Literacy
  topic: keywords
subject: Education
  topic: keywords
subject: Social educators
  topic: keywords
subject: Teachers
  topic: keywords
subject: Cluster analysis
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Matteo Adamoli
creator: Federica Emanuel
creator: Michele Marangi
creator: Marco Rondonotti
creator: Paolo Raviolo
rights: Copyright (c) 2022 Matteo Adamoli, Federica Emanuel, Michele Marangi, Marco Rondonotti, Paolo Raviolo https://creativecommons.org/licenses/by/4.0/
date: 2026-05-26
publication date: 2026-05-26
doi: 10.17471/2499-4324/1589

Editorial. Extended education as an interconnected ecosystem
type: item
description: Extended Education is increasingly evolving into an inclusive ecosystem in which technological innovation, professional agency, and pedagogical intentionality intersect. Drawing on current research on AI, immersive technologies, multimedia learning, and inclusive education, this issue explores how Artificial Intelligence (AI), Augmented Reality (AR), Virtual Reality (VR), and digital media can enhance accessibility, teacher professional development, and cognitive growth across diverse educational contexts. The contributions examine inclusive museum environments for people with disabilities, podcast-based teacher training, AR-supported memory development in primary education, and AI-powered programming education grounded in metacognitive reflection. Across these varied settings, common threads emerge: the foundational role of accessibility, the centrality of teacher professionalism, and the importance of fostering higher-order cognitive and metacognitive skills. Extended Education thus emerges not as mere technological expansion, but as a systemic transformation requiring sustainable integration, ethical awareness, and human-centred design.
subject: Editorial
  topic: section
subject: Extended Education
  topic: keywords
subject: Inclusion and accessibility
  topic: keywords
subject: Teacher Professional Development
  topic: keywords
subject: AI in Education
  topic: keywords
subject: Augmented Reality
  topic: keywords
subject: Virtual Reality
  topic: keywords
subject: Metacognition
  topic: keywords
subject: Lifelong
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Barbara Bruschi
creator: Laurent Dutoit
creator: Ioannis Lefkos
creator: Manuela Repetto
rights: Copyright (c) 2026 Barbara Bruschi, Laurent Dutoit, Ioannis Lefkos, Manuela Repetto https://creativecommons.org/licenses/by/4.0/
date: 2026-02-16
publication date: 2026-02-16
starting page: 9
ending page: 10
doi: 10.17471/2499-4324/1579

Editorial. Extended education in a technology augmented world
type: item
description: 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.
subject: Editorial
  topic: section
subject: Extended Education
  topic: keywords
subject: AI for Education
  topic: keywords
subject: Immersive Learning Environments
  topic: keywords
subject: AR/VR for Learning
  topic: keywords
subject: Equitable & Lifelong Education
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Barbara Bruschi
creator: Laurent Dutoit
creator: Ioannis Lefkos
creator: Manuela Repetto
rights: Copyright (c) 2022 Barbara Bruschi, Laurent Dutoit, Ioannis Lefkos, Manuela Repetto https://creativecommons.org/licenses/by/4.0/
date: 2025-12-31
publication date: 2025-12-31
starting page: 5
ending page: 8
doi: 10.17471/2499-4324/1539

Editorial. Weaving the future of education, innovative pedagogy in a digital, inclusive, and sustainable world
type: item
subject: Editorial
  topic: section
subject: Editorial
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Giovanni Fulantelli
creator: Davide Taibi
rights: Copyright (c) 2025 Davide Taibi, Giovanni Fulantelli https://creativecommons.org/licenses/by/4.0/
date: 2025-12-19
publication date: 2025-12-19
starting page: 5
ending page: 6
doi: 10.17471/2499-4324/1529

Letter to readers
type: item
description: 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-ch…
subject: Letter to readers
  topic: section
creator: Francesca Gorini
rights: Copyright (c) 2025 Francesca Gorini https://creativecommons.org/licenses/by/4.0/
date: 2025-08-08
publication date: 2025-08-08
starting page: 5
ending page: 6

Education and inclusive technologies for students with neurodevelopmental disorders: A systematic scoping review
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: Scoping Review
  topic: keywords
subject: Inclusive Technology
  topic: keywords
subject: Students with Disabilities
  topic: keywords
subject: Secondary Education
  topic: keywords
subject: Social Inclusion
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Ivan Traina
creator: Luca Ghirotto
rights: Copyright (c) 2022 Ivan Traina, Luca Ghirotto https://creativecommons.org/licenses/by/4.0/
date: 2026-05-27
publication date: 2026-05-27
doi: 10.17471/2499-4324/1503

Production of a cognitive virtual reality artefact in the teaching of the History of Structural Engineering
type: item
description: 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.
subject: Articles - Special Issue
  topic: section
subject: Virtual Reality
  topic: keywords
subject: Augmented Reality
  topic: keywords
subject: Architectural and Engineering Education
  topic: keywords
subject: Metacognition
  topic: keywords
subject: Experiential Learning
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Angela Spinelli
creator: Gianluca Capurso
rights: Copyright (c) 2025 Angela Spinelli, Gianluca Capurso https://creativecommons.org/licenses/by/4.0/
date: 2025-12-31
publication date: 2025-12-31
starting page: 77
ending page: 91
doi: 10.17471/2499-4324/1462

Editorial. Board and video games in education: Challenges and opportunities
type: item
description: 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.
subject: Editorial
  topic: section
subject: Game Based Learning (GBL)
  topic: keywords
subject: Transversal Skills
  topic: keywords
subject: Board Games
  topic: keywords
subject: Video Games
  topic: keywords
subject: Teacher Training
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Marcello Passarelli
creator: Massimiliano Andreoletti
creator: Liliana Silva
creator: Sylvester Arnab
rights: Copyright (c) 2025 Marcello Passarelli, Massimiliano Andreoletti, Liliana Silva, Sylvester Arnab https://creativecommons.org/licenses/by/4.0/
date: 2025-08-08
publication date: 2025-08-08
starting page: 7
ending page: 11
doi: 10.17471/2499-4324/1502

Development of an AI-based interactive tool to support radiographer training in chest x-ray analysis
type: item
description: 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.
subject: Articles - Special Issue
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Chest X-ray
  topic: keywords
subject: Radiography training
  topic: keywords
subject: Education
  topic: keywords
creator: Ricardo Teresa Ribeiro
creator: Lucas Mourot
creator: Kevin Sprengers
creator: Laurence Flauction
creator: Cláudia Sá dos Reis
creator: Laura Elena Raileanu
rights: 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/
date: 2025-12-31
publication date: 2025-12-31
starting page: 65
ending page: 76
doi: 10.17471/2499-4324/1497

Framing Generative Artificial Intelligence through metaphors: Insights from Italian university students
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: Generative Artificial Intelligence
  topic: keywords
subject: Metaphors
  topic: keywords
subject: University Students
  topic: keywords
subject: Technology Perception
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Nadia Sansone
creator: Alessandro Iannella
creator: Ilaria Bortolotti
rights: Copyright (c) 2022 Nadia Sansone, Alessandro Iannella, Ilaria Bortolotti https://creativecommons.org/licenses/by/4.0/
date: 2026-05-26
publication date: 2026-05-26
doi: 10.17471/2499-4324/1459

Project-based language learning in the Middle East and North Africa: An AI-assisted systematic review
type: item
description: Project-based language learning (PBLL) is unarguably popular worldwide. However, how commonly is this approach implemented in the Middle East and North Africa (MENA)? To find out, a systematic review of research on MENA’s PBLL practices was conducted to shed light on the region. Using a qualitative analysis approach with the assistance of generative artificial Intelligence (GenAI), this article reviews PBLL empirical research from 1980 to 2024 in MENA. Four themes emerged: PBLL implementation and effectiveness, PBLL form and function, PBLL technological integration, and challenges implementing PBLL. PBLL, which slowly began to increase in popularity in the early 2000s in MENA, was found to enhance language teaching, learning, student engagement, and critical thinking across the MENA countries, despite varying degrees of challenges. The findings stressed the role of teacher professional development and the availability of technological resources for successful PBLL implementation. The study concludes with recommendations for PBLL in MENA.
subject: Articles - Special Issue
  topic: section
subject: Project-Based Language Learning
  topic: keywords
subject: Under-Resourced and Better-Resourced Contexts
  topic: keywords
subject: Middle East and North Africa
  topic: keywords
subject: Innovative Qualitative Data Analysis with AI
  topic: keywords
subject: Systematic Review
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Ali Garib
creator: Gulbahar H. Beckett
creator: Jeanne Beck
creator: Fatemeh Bordbarjavidi
rights: Copyright (c) 2026 Ali Garib, Gulbahar Beckett, Jeanne Beck, Fatemeh Bordbarjavidi https://creativecommons.org/licenses/by/4.0/
date: 2026-02-16
publication date: 2026-02-16
starting page: 11
ending page: 36
doi: 10.17471/2499-4324/1494

The impact of AI-generated multimedia on learning and information retention
type: item
description: 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.
subject: Articles - Special Issue
  topic: section
subject: Higher Education Learning
  topic: keywords
subject: Generative Artificial Intelligence (GAI)
  topic: keywords
subject: Multimedia Learning; Cognitive Performance
  topic: keywords
subject: Learning Enhancement
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Elisabetta Tombolini
creator: Luna Lembo
creator: Francesco Peluso Cassese
rights: Copyright (c) 2025 Elisabetta Tombolini, Luna Lembo, Francesco Peluso Cassese https://creativecommons.org/licenses/by/4.0/
date: 2025-12-31
publication date: 2025-12-31
starting page: 27
ending page: 41
doi: 10.17471/2499-4324/1490

Museums for all: Perspectives of Special Pedagogy for inclusion
type: item
description: Accessibility to cultural heritage represents a fundamental right for social inclusion (UN, 2006). It is a key principle to eliminate barriers and ensure the inclusive enjoyment of cultural experiences. Within this frame, in this paper, we will discuss how digital technologies, such as Augmented Reality (AR), Virtual Reality (VR), and Artificial Intelligence (AI), offer innovative solutions to meet the specific needs of people with disabilities, facilitating access and enriching the visitor experience. Specifically, this paper outlines a project undertaken by the Special Pedagogy research group at the University of Macerata to enhance the inclusivity of museum environments for people with intellectual disability and autism through the use of digital technologies. The findings highlight how the combined use of AR, VR, and AI fosters cultural participation and improves the well-being of people with disabilities, reinforcing the role of museums as inclusive spaces for learning and engagement.
subject: Articles - Special Issue
  topic: section
subject: Museum Accessibility
  topic: keywords
subject: Special Pedagogy
  topic: keywords
subject: Technological Innovation
  topic: keywords
subject: Intellectual Disability
  topic: keywords
subject: Autism
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Noemi Del Bianco
creator: Lucia Borsini
creator: Karrie A. Shogren
creator: Catia Giaconi
rights: Copyright (c) 2026 Noemi Del Bianco, Lucia Borsini, Karrie A. Shogren, Catia Giaconi https://creativecommons.org/licenses/by/4.0/
date: 2026-03-04
publication date: 2026-03-04
starting page: 37
ending page: 50
doi: 10.17471/2499-4324/1483

From analysis to practice: The creation of podcasts in special education teacher training
type: item
description: The use of digital technologies in teacher training represents a strategic lever for teaching innovation, especially in the field of educational support. In this context, educational podcasts emerge as effective tools to foster school inclusion and support personalized learning. The present study analyzed the process of selection, evaluation and use of applications for the creation of podcasts, as well as their impact on the training of future special needs teachers. The research was conducted as part of the Support Qualification Course of the University of Palermo, involving 96 students divided between lower and upper secondary schools. During two practical sessions of five hours each, students explored and tested a selection of podcast creation applications, previously evaluated through the Mobile Application Rating Scale (MARS) by three independent evaluators. The results of the MARS evaluation highlighted the best performing applications, thanks to their intuitiveness, stability and quality of audio output.
subject: Articles - Special Issue
  topic: section
subject: Podcast
  topic: keywords
subject: Inclusive Teaching
  topic: keywords
subject: Digital Technologies
  topic: keywords
subject: Teacher Training
  topic: keywords
subject: Mobile Application Rating Scale (MARS)
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Mariagemma Pecoraro
rights: Copyright (c) 2026 Mariagemma Pecoraro https://creativecommons.org/licenses/by/4.0/
date: 2026-03-14
publication date: 2026-03-14
starting page: 51
ending page: 66
doi: 10.17471/2499-4324/1482

Writing with, without and against the AI. Insights from a high school writing lab
type: item
description: 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.
subject: Articles - Special Issue
  topic: section
subject: ChatGPT
  topic: keywords
subject: Creative Writing
  topic: keywords
subject: Textual Analysis
  topic: keywords
subject: High School
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Advanced Learning (TEL).
  topic: keywords
creator: Luca Botturi
creator: Luca Cignetti
creator: Silvia Demartini
rights: Copyright (c) 2025 Luca Botturi, Luca Cignetti, Silvia Demartini https://creativecommons.org/licenses/by/4.0/
date: 2025-12-31
publication date: 2025-12-31
starting page: 9
ending page: 25
doi: 10.17471/2499-4324/1477

Augmented reality and memory functions: An experimental study in primary school
type: item
description: The research project explores the integration of Augmented Reality (AR) into educational practices to enhance student learning. Previous studies conducted in university settings have demonstrated AR’s effectiveness in supporting content comprehension. This study aims to investigate whether similar benefits can be observed in primary school, with a specific focus on strengthening memory functions. The six-month intervention was implemented in a third-grade classroom, where AR was integrated into history lessons. The results show a significant improvement in content acquisition (H1), as well as in visuospatial memory (H2) and semantic memory (H3). The most notable effects were found in the memory-related components, suggesting that AR may facilitate cognitive processes involved in information encoding and retrieval, even at an early developmental stage. Although the intervention is not formally designed as cognitive training, the findings reveal its potential to support the development of memory skills in young learners. Further studies are needed to explore these implications across different.
subject: Articles - Special Issue
  topic: section
subject: Cognitive Performance
  topic: keywords
subject: Learning Improvement
  topic: keywords
subject: Innovative Environment
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Luna Lembo
creator: Elèna Cipollone
creator: Francesco Peluso Cassese
rights: Copyright (c) 2026 Luna Lembo, Elèna Cipollone, Francesco Peluso Cassese https://creativecommons.org/licenses/by/4.0/
date: 2026-03-03
publication date: 2026-03-03
starting page: 67
ending page: 82
doi: 10.17471/2499-4324/1476

Evaluating immersive digital environments through Mayer’s principles of multimedia learning
type: item
description: 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.
subject: Articles - Special Issue
  topic: section
subject: Multimedia
  topic: keywords
subject: Augmented Learning
  topic: keywords
subject: Augmented Reality
  topic: keywords
subject: Gamification
  topic: keywords
subject: 3D Models
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Melania Talarico
rights: Copyright (c) 2025 Melania Talarico https://creativecommons.org/licenses/by/4.0/
date: 2025-12-31
publication date: 2025-12-31
starting page: 43
ending page: 63
doi: 10.17471/2499-4324/1471

Toward a new paradigm of AI-powered programming education through metacognition
type: item
description: The introduction of generative Artificial Intelligence (AI) in programming and computer science education has raised numerous concerns about its impact on learning. While professionals increasingly rely on it to enhance productivity, students and teachers face challenges in adapting to this tool, often viewed as "cheating." In this study, we explored these issues with the aim of validating a teaching practice capable of fostering higher-order thinking skills such as metacognition, creativity, and critical thinking, which are often overlooked in traditional computer science education. Involving 40 students in an AI-powered programming activity, the research explored problem-solving with AI-generated code. Pre- and post-surveys revealed significant improvements in competencies, AI literacy, and metacognitive reflection. Results suggest that integrating AI strategically can enrich programming education by fostering critical skills for the modern era.
subject: Articles - Special Issue
  topic: section
subject: AI-aided Education
  topic: keywords
subject: Metacognition
  topic: keywords
subject: AI literacy
  topic: keywords
subject: Problem Solving
  topic: keywords
subject: AI in Programming Education
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Giulia Paludo
creator: Alberto Montresor
rights: Copyright (c) 2026 Giulia Paludo, Alberto Montresor https://creativecommons.org/licenses/by/4.0/
date: 2026-02-26
publication date: 2026-02-26
starting page: 83
ending page: 101
doi: 10.17471/2499-4324/1457

Teacher personal professional identity and the challenge of digital citizenship: A process-oriented case study in Italian and Irish secondary schools
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: Teacher personal Professional Identity (TpPI)
  topic: keywords
subject: Digital Citizenship
  topic: keywords
subject: Irish Secondary School
  topic: keywords
subject: Italian Secondary School
  topic: keywords
subject: Qualitative Case Study
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Giacomo Zavatta
rights: Copyright (c) 2022 Giacomo Zavatta https://creativecommons.org/licenses/by/4.0/
date: 2026-05-05
publication date: 2026-05-05
doi: 10.17471/2499-4324/1455

Escape room in 3D virtual worlds: Reflections on new digital skills for innovative teaching by special educational teachers in training
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: Virtual Worlds
  topic: keywords
subject: Educational Escape Rooms
  topic: keywords
subject: Digital Skills
  topic: keywords
subject: Educational Inclusion
  topic: keywords
subject: Gamification
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Alfonso Filippone
creator: Umberto Barbieri
creator: Emanuele Marsico
rights: Copyright (c) 2022 Alfonso Filippone, Umberto Barbieri, Emanuele Marsico https://creativecommons.org/licenses/by/4.0/
date: 2025-12-19
publication date: 2025-12-19
starting page: 45
ending page: 60
doi: 10.17471/2499-4324/1454

The assessment practices used by teachers before and after the experience of Distance Learning
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: Formative Assessment
  topic: keywords
subject: Distance Learning
  topic: keywords
subject: Information Communication Technologies
  topic: keywords
subject: Teachers
  topic: keywords
subject: Technology-Enhanced Assessment
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: DANIELA TORTI
rights: Copyright (c) 2022 DANIELA TORTI https://creativecommons.org/licenses/by/4.0/
date: 2025-08-22
publication date: 2025-08-22
doi: 10.17471/2499-4324/1452

Fostering AI literacy in education: Insights from a targeted teacher training program
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: In-Service Teacher Training
  topic: keywords
subject: Teaching Practices
  topic: keywords
subject: Teachers' Perception
  topic: keywords
subject: AI Literacy
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Jessica Niewint-Gori
creator: Sara Mori
creator: Francesca Storai
rights: Copyright (c) 2022 Jessica Niewint-Gori, Sara Mori, Francesca Storai https://creativecommons.org/licenses/by/4.0/
date: 2026-06-03
publication date: 2026-06-03
doi: 10.17471/2499-4324/1447

Blending and flipping preservice teacher education: A phenomenological study
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: Blended Learning
  topic: keywords
subject: Flipped Classroom
  topic: keywords
subject: Large Cohort-Preservice Teacher Education
  topic: keywords
subject: Deep Learning
  topic: keywords
subject: Technology Integration
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Ottavia Trevisan
creator: Marina De Rossi
rights: Copyright (c) 2025 Ottavia Trevisan, Marina De Rossi https://creativecommons.org/licenses/by/4.0/
date: 2025-12-19
publication date: 2025-12-19
starting page: 33
ending page: 43
doi: 10.17471/2499-4324/1443

Online collaborative learning to promote teachers’ evaluative thinking
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: Computer-Supported Collaborative Learning
  topic: keywords
subject: Educational Dialogue
  topic: keywords
subject: Community of Inquiry
  topic: keywords
subject: Evaluative Thinking
  topic: keywords
subject: School Self-Evaluation
  topic: keywords
subject: Teacher Professional Development
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Sara Romiti
creator: Francesco Fabbro
creator: Maria Ranieri
rights: Copyright (c) 2025 Dr. Sara Romiti, Dr. Francesco Fabbro, Prof. Maria Ranieri https://creativecommons.org/licenses/by/4.0/
date: 2025-12-19
publication date: 2025-12-19
starting page: 61
ending page: 79
doi: 10.17471/2499-4324/1442

Editorial
type: item
subject: Editorial
  topic: section
subject: Editorial
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Donatella Persico
creator: Francesca Pozzi
creator: Davide Taibi
rights: Copyright (c) 2022 Donatella Persico, Francesca Pozzi, Davide Taibi https://creativecommons.org/licenses/by/4.0/
date: 2024-12-29
publication date: 2024-12-29
starting page: 5
ending page: 6
doi: 10.17471/2499-4324/1439

NAO and emotional learning: A systematic review of applications in primary schools
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: NAO
  topic: keywords
subject: Social Robotics
  topic: keywords
subject: Emotions
  topic: keywords
subject: Primary School
  topic: keywords
subject: Child-Robot Interaction
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Anna Teresa Musicco
creator: Luigi Traetta
rights: Copyright (c) 2022 Anna Teresa Musicco, Luigi Traetta https://creativecommons.org/licenses/by/4.0/
date: 2026-05-05
publication date: 2026-05-05
doi: 10.17471/2499-4324/1438

Exploring gender dynamics in gamified physics learning – investigating gamification's impact on engagement and learning across genders
type: item
description: 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.
subject: Articles - Special Issue
  topic: section
subject: Gamification
  topic: keywords
subject: Motivation
  topic: keywords
subject: Gender Differences
  topic: keywords
subject: Learning Outcomes
  topic: keywords
subject: Physics Education
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Katharina Richter
creator: Michael Kickmeier-Rust
rights: Copyright (c) 2025 Katharina Richter, Michael Kickmeier-Rust https://creativecommons.org/licenses/by/4.0/
date: 2025-08-08
publication date: 2025-08-08
starting page: 87
ending page: 103
doi: 10.17471/2499-4324/1378

The environmental impact of the digital universe and the role of education
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: Digital
  topic: keywords
subject: Environmental Impact
  topic: keywords
subject: Emissions
  topic: keywords
subject: Philosophy of Education
  topic: keywords
subject: Cascade Correlation
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Enrico Orsenigo
creator: Cecilia Pellizzari
creator: Michela Bongiorno
creator: Maria Valentini
creator: Lino Rossi
rights: Copyright (c) 2025 Enrico Orsenigo, Michela Bongiorno, Maria Valentini, Cecilia Pellizzari, Lino Rossi https://creativecommons.org/licenses/by/4.0/
date: 2025-12-19
publication date: 2025-12-19
starting page: 81
ending page: 92
doi: 10.17471/2499-4324/1429

The implementation of mobile learning in Primary Schools in Indonesia
type: item
description: 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.
subject: Articles - General topics
  topic: section
subject: Primary Schools
  topic: keywords
subject: Indonesia
  topic: keywords
subject: Literature Review
  topic: keywords
subject: Mobile Learning
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Technology Enhanced Learning (TEL)
  topic: keywords
creator: Alda Rizqy Amalia
creator: Agus Wedi
creator: Punaji Setyosari
rights: 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/
date: 2025-12-19
publication date: 2025-12-19
starting page: 17
ending page: 32
doi: 10.17471/2499-4324/1428