Embodied Intelligence and Learning Process
DOI:
https://doi.org/10.32043/jimtlt.v4i1.129Parole chiave:
ISTRUZIONE; NUOVE TECNOLOGIE; SUCCESSO SCOLASTICO; SCUOLA; APPRENDIMENTOAbstract
L'intelligenza artificiale sta diventando parte integrante del processo educativo. Per essere ricettiva ai cambiamenti e sfruttarne le potenzialità, la Scuola deve essere in grado di cambiare l'approccio all'intelligenza artificiale al fine di facilitare i processi di insegnamento/apprendimento e preparare gli studenti ad affrontare le sfide che la società contemporanea pone costantemente. Il mondo virtuale permette un'immersione profonda degli studenti grazie ad un coinvolgimento multisensoriale e all'opportunità fornita al soggetto stesso di costruire il proprio mondo, adattarlo alle proprie esigenze e farlo vivere attraverso il movimento del proprio corpo. Nell'ambito dei processi di insegnamento/apprendimento, infatti, le ricerche condotte a livello neuroscientifico e pedagogico hanno evidenziato il significato della corporeità nella sua azione in movimento. Il presente contributo intende quindi sottolineare l'importanza del rapporto tra corpo e apprendimento e la necessità di una revisione contestuale del rapporto tra corporeità e processi cognitivi, che sono, in questo senso, destinati a cambiare, contribuendo a un ripensamento critico delle pratiche educativo-formative maggiormente adottate nella Scuola italiana.
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