1,720,984 research outputs found
Augmented Reality e didattica inclusiva: uno studio esplorativo sulle percezioni dei docenti in formazione
No full textInclusion Beyond the Conflict: Perspectives on Inclusive Education in the East Jerusalem Context
No full textThis contribution aims at illustrating and discussing a co-design experience concerning the development of inclusive educational frameworkswithin the Palestinian context. The promotion of inclusive education paradigms in contexts affected by protracted conflict is a challenging but resourceful trajectory to foster democratic processes, since educationpractices can promote equality and civic participation (Taddei, 2021;INEE, 2018; Taddei, 2010). As the Israeli-Palestinian conflict poses criticalbarriers to the achievement of inclusion in educational scenarios withinthe areas of East Jerusalem and West Bank (Taddei & Pacetti, 2018), thesearch for innovative and meaningful pedagogical strategies is an essential effort to foster democracy and limit the disruptive effects of turmoiland upheaval. In this direction, University of Macerata worked with AlQuds University (Palestine) to co-design educational pathways that canfoster the formation of teachers and students according to inclusive education paradigms in a shared pedagogical action. As a result, the promotion of democratic and inclusive processes can offer new frameworks forPalestinian schools, in the co-creation of a sustainable, contextualizedand valuable perspective for education. In this sense, the concept of aninclusive school can go beyond physical, conceptual, and inter
Virtual vs. traditional learning in higher education: A systematic review of comparative studies
Full text linkThe evolving landscape of educational technologies has ushered Virtual Reality (VR) in the forefront of higher education. As the COVID-19 pandemic propelled a rapid shift toward e-learning, the demand for high-quality distance education has surged, prompting an exploration of VR as a viable solution. While existing research indicates that VR supports student engagement and learning experiences compared with traditional teaching methods, the lack of shared pedagogical frameworks and systematic analyses of its applications leaves a deeper investigation of VR's potentials and limitations in enhancing learning outcomes still unexplored. This paper presents a systematic literature review aimed at filling this gap by considering studies that evaluate VR-based teaching methods in comparison with traditional ones in higher education contexts in order to assess the strengths and weaknesses of this technology in improving students' learning outcomes and achieve inclusive education. The analysis focuses on a set of dimensions including the adopted research design, participants' characteristics, disciplinary field of application, VR technological features (i.e., immersivity, interactivity, operability, commercial availability, and presence of VR training), adopted teaching methodologies, assessed VR impact on learning outcomes and presence of studies involving students with disabilities or Specific Learning Disorders (SpLDs). Based on inclusion/exclusion criteria, a total of 71 studies of VR in higher education were analysed. Most of analysed studies employed quantitative methods (67%), while no qualitative studies were found. More than half of the studies were conducted with undergraduate students (61%). Most of the studies involved VR in STEM disciplines, with almost half of them concerning Health Sciences (45%). VR solutions were most frequently immersive (63%), predominantly using Oculus Rift and HTC Vive HMDs, interactive (59%), single-user (92%) and non-commercial (57%). Only a small portion of studies included a VR training in the research protocol (8%). Most of the studies compared lecture-based methodologies as control condition with active methodologies in the VR condition. Learning outcomes were positively influenced by immersivity, interactivity and active methodologies, although at different degrees. No study involved students with disabilities or SpLDs in the experimentation. By offering a multidimensional perspective on the application of VR in higher education contexts, the paper provides a valuable resource for educators, researchers, and policymakers navigating the dynamic intersection of VR and higher education
"Looking in, looking out, looking ahead": come promuovere la competenza interculturale a scuola
No full text
A method to formalise game design praxis
No full textThe present study employs the qualitative method of Grounded Theory to analyse insights from interviews with 11 game design professionals, with the aim of investigating possible shared approaches and practices. The paper proposes a preliminary comprehensive theoretical framework centred on the core category "Balancing Permanence and Change", revealing designers' nuanced approach to simultaneously maintaining stability and flexibility in their creative process. Collaborative and iterative methods allow them to construct and sustain stable elements while preserving adaptability to potential constraints. The framework can deepen the understanding of game design practices, offering a comprehensive perspective on designers' decision-making processes. In addition, a Pearson's chi-square test was performed to assess the framework's coherence. Future works should evaluate framework's applicability across genres and different cultural contexts
Inclusive Education in Emergency: Cooperazione Interuniversitaria per la Formazione dei futuri insegnanti in Palestina
No full textIl contributo intende presentare un intervento di co-progettazione interuniversitaria, nell’ambito della cooperazione internazionale, volto alla formazione iniziale degli insegnanti sulle tematiche dell’inclusione scolastica nel contesto emergenziale palestinese. Nello specifico, lo studio approfondisce il processo di co-progettazione nato dalla cooperazione tra due team di docenti appartenenti, rispettivamente, all'Università di Macerata e alla Al-Quds University di Gerusalemme Est. Il percorso di co-progettazione evidenzia la centralità dei processi educativi inclusivi nella promozione del benessere e della Qualità di Vita delle comunità educative in situazioni di emergenza strutturale, come nel caso della Palestina. L’approccio partecipativo della progettazione diventa essenziale per promuovere l’empowerment degli interlocutori locali e la co-costruzione di framework teorici e metodologici condivisi per l’inclusione. In questa direzione, il confronto pedagogico tra contesti differenti può costituire uno strumento strategico per innescare processi trasformativi di fronte le molteplici sfide insite nei contesti ad alta complessità, co-costruendo traiettorie significative per i bisogni educativi di tutta la popolazione scolastica
Exploring game design approaches through conversations with designers
Full text linkThis paper explores game designers’ attitudes and praxis through a Grounded Theory analysis of data collected from interviews with 11 game design professionals. The aim of the research is to investigate and map possible shared approaches and strategies. The study presents a theoretical framework based on the core category “Balancing permanence and change”. Designers appear to build and maintain elements of stability, and contemporarily ensure the process’ flexibility and adaptability to possible constraints through collaborative approaches and iterative methods. The findings contribute to a deeper understanding of game design practices and provide a theoretical framework for interpreting designers’ choices. Future research should assess the adaptability of the framework across game genres and cultural backgrounds of designers
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