Robotics, augmented reality, virtual worlds, to support cognitive development, learning outcomes, social interaction, and inclusion

Laura Menichetti

1-11

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DOI: https://doi.org/10.13128/formare-24496

Kids make their own robots: good practices from the eCraft2Learn project

Dimitris Alimisis, Rene Alimisi, Dimitrios Loukatos, Emmanouil Zoulias

12-29

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DOI: https://doi.org/10.13128/formare-24733

Educational robotics in the early childhood settings 0-6: a systematic review

Daniela Frison

30-46

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DOI: https://doi.org/10.13128/formare-24937

Social robots and L2 teaching for children: a preliminary study on the embodiment of gestures

Silvia Gasparini

47-59

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DOI: https://doi.org/10.13128/formare-24600

Educational Robotics and empowerment of executive cognitive processes: from typical development to special educational needs

Emanuela Castro, Maria Di Lieto, Chiara Pecini, Emanuela Inguaggiato, Francesca Cecchi, Paolo Dario, Giovanni Cioni, Giuseppina Sgandurra

60-77

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DOI: https://doi.org/10.13128/formare-24782

Problem solving and computational thinking. Building synergies between conceptualization and coding starting from primary school

Roberto Trinchero

78-90

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DOI: https://doi.org/10.13128/formare-25037

Teaching literature through educational robotics: an experience in the primary school

Paola Cortiana, Chiara Rigotto

91-105

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DOI: https://doi.org/10.13128/formare-24635

Disuffo: Design, prototyping and development of an open-source educational robot

Stefano Di Tore, Michele Todino, Maurizio Sibilio

106-116

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DOI: https://doi.org/10.13128/formare-24446

IDeAL: A methodology for constructing artefacts and promoting transversal skills in the classroom

Jessica Niewint, Sara Mori, Massimiliano Naldini, Andrea Benassi, Lorenzo Guasti

117-132

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DOI: https://doi.org/10.13128/formare-24988

Gamification and virtual worlds for language learning

Letizia Cinganotto

133-148

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DOI: https://doi.org/10.13128/formare-24770

Educational robotics laboratories for active learning. The case study of Florence schools joining the Le Chiavi della Città project

Maria Cigognini, Beatrice Miotti, Carlotta Bizzarri

149-164

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DOI: https://doi.org/10.13128/formare-24760

Augmented reality and textbooks: systematic review

Maria Filomia

165-178

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DOI: https://doi.org/10.13128/formare-24757

Augmented reality to promote inclusive learning

Valeria Di Martino, Leonarda Longo

179-194

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DOI: https://doi.org/10.13128/formare-24763

Participatory cultures and knowledge generative scenarios: rereading 3D virtual worlds

Daniela Cuccurullo

195-212

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DOI: https://doi.org/10.13128/formare-24945

Robotics, 3D virtual worlds and social stories. A proposal for Autism Spectrum Disorder

Valentina Pennazio, Laura Fedeli

213-231

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DOI: https://doi.org/10.13128/formare-24908

Social Robotic for the educational intervention in the Autism Spectrum Disorders. Opportunities and perspectives

Saverio Fontani

232-241

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DOI: https://doi.org/10.13128/formare-24527

Virtual worlds and augmented reality: The enhanced reality lab as a best practice for advanced simulation and immersive learning

Fernando Salvetti, Barbara Bertagni

242-255

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DOI: https://doi.org/10.13128/formare-24796

Virtual worlds and virtual reality. An analysis in the healthcare education

Claudio Pensieri, Alessandra La Marca

256-273

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DOI: https://doi.org/10.13128/formare-24756

Digital technologies and museums: augmented reality, learning and audience development

Giuseppe Carci, Alessandro Caforio, Christian Gamper

274-286

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DOI: https://doi.org/10.13128/formare-24619

Rethinking high-tech tools for cultural heritage education. In-training teachers’ reflections on Musetech web app

Antonella Poce, Francesca Amenduni, Francesco Agrusti

287-300

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DOI: https://doi.org/10.13128/formare-24616

Technology-enhanced learning to support active ageing

Riccardo De Benedictis, Gabriella Cortellessa, Francesca Fracasso, Amedeo Cesta

301-311

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DOI: https://doi.org/10.13128/formare-24995

Evaluating online games/activities by a group of elderly in a robotic experience aimed at supporting their independent living

Lucia Zannini, Deborah Mazzolatti, Giuseppina Bernardelli, Francesca Antonacci, Nunzio Borghese, Katia Daniele

312-327

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DOI: https://doi.org/10.13128/formare-24615

The new ethical challenges of robotics. Social robots and psychological hazards

Pericle Salvini

328-338

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DOI: https://doi.org/10.13128/formare-25047

From system evaluation to teaching. A case study

Silvia Martini, Emilia Restiglian

339-353

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DOI: https://doi.org/10.13128/formare-24604

Using Debate in University Lectures

Manuele De Conti

354-366

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DOI: https://doi.org/10.13128/formare-24533

Analyzing research data on the use of L1 by teachers teaching non-linguistic subjects in a CLIL approach training context

Ilaria Salvadori

367-380

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DOI: https://doi.org/10.13128/formare-25019

25 years of Hyperschool and the need for a shared educational technologies lexicon

Alessandro Colombi

381-391

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DOI: https://doi.org/10.13128/formare-23934

Seven Ozobot messengers: a story by Buzzati between mathematics and robotics

Matteo Torre

392-400

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DOI: https://doi.org/10.13128/formare-24519

Roboable project: educational robotics for inclusive didactics

Gianluca Pedemonte, Fiorella Operto

401-411

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DOI: https://doi.org/10.13128/formare-25150

Artificial intelligence and emotional intelligence, the contribution of women 4.0: training course of empowerment for women in Industry 4.0

Gabriella Campanile

412-420

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DOI: https://doi.org/10.13128/formare-24912

The shared quality. For a system of criteria aimed at developing the training offer

Anna Grazia Lopez

421-430

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DOI: https://doi.org/10.13128/formare-23951

Recensione. Ranieri Maria (ed.), Teoria e pratica delle new media literacies nella scuola. Roma: Aracne (2018)

Elena Gabbi

431-432

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DOI: https://doi.org/10.13128/formare-25147