Embodied digital learning: New educational scenarios between artificial intelligence and the rediscovery of corporeality
DOI:
https://doi.org/10.32043/jimtlt.v4i1.130Abstract
Artificial intelligence is rapidly transforming the educational landscape, with tools like Chat GPT attracting the interest of students and teachers. However, the trend towards digitized learning risks further distancing students from the bodily and sensory experience, which is critical for effective learning. In this presentation, we analyze the opportunities offered by AI for the personalization of learning, but also the risks of over-reliance on such tools. Through the presentation of an immersive teaching method, characterized by the use of game design techniques in a structured context such as school and based on embodied cognition theory, i.e. the body's ability to foster the learning process, the importance of integrating corporeality, perception and emotions into AI-enhanced learning is emphasized. It concludes by highlighting the key role of teachers in guiding students towards a conscious and profitable use of AI, without sacrificing the centrality of bodily experience in the construction of knowledge.
Riferimenti bibliografici
Adeshola, I., & Adepoju, A. P. (2023). The opportunities and challenges of ChatGPT in education. Interactive Learning Environments, 0(0), 1–14. https://doi.org/10.1080/10494820.2023.2253858
Behzad, M., Adnan, N., Malik, A. N., & Merchant, S. A. (2022). Technology-Embedded Hybrid Learning (2018030229). Preprints. https://doi.org/10.20944/preprints201803.0229.v2
Berthoz, A., (1998). Il senso del movimento. Milano: McGraw-Hill.
Boella, L. (2006). Sentire l'altro. Conoscere e praticare l'empatia. Milano: Raffaello Cortina.
Brooks, R. A. (1991). Intelligence without representation. Artificial Intelligence, 47(1), 139–159. https://doi.org/10.1016/0004-3702(91)90053-M
Cappuccio, M. (2006). Neurofenomenologia: le scienze della mente e la sfida dell'esperienza cosciente. Milano: Paravia Bruno Mondadori.
Caruana, F., Borghi, A. M. (2013). Embodied Cognition: una nuova psicologia. Giornale Italiano di Psicologia, DOI: 10.1421/73973.
Czarnitzki, D., Fernández, G. P., & Rammer, C. (2023). Artificial intelligence and firm-level productivity. Journal of Economic Behavior & Organization, 211, 188–205. https://doi.org/10.1016/j.jebo.2023.05.008
Farina, M. (2021). Embodied cognition: Dimensions, domains and applications. Adaptive Behavior, 29(1), 73–88. https://doi.org/10.1177/1059712320912963
Francisco-Garcés, X., Salvador-Garcia, C., Maravé-Vivas, M., Chiva-Bartoll, O., & Santos-Pastor, M. L. (2022). Research on Service-Learning in Physical Activity and Sport: Where We Have Been, Where We Are, Where We Are Going. International Journal of Environmental Research and Public Health, 19(11), Articolo 11. https://doi.org/10.3390/ijerph19116362
Gallagher, S. e Zahavi, D. (2009). La mente fenomenologica. Milano: Raffaello Cortina.
Giacobo, D., & Souza, O. M. de. (2023). GamIFica—Uma Solução Gamificada para Engajar Alunos de Ensino Médio de um Curso Técnico em Informática. Anais do Computer on the Beach, 14, 465–467. https://doi.org/10.14210/cotb.v14.p465-467
Gibson J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
Gibson, D., Kovanovic, V., Ifenthaler, D., Dexter, S., & Feng, S. (2023). Learning theories for artificial intelligence promoting learning processes. British Journal of Educational Technology, 54(5), 125–1146. https://doi.org/10.1111/bjet.13341
Glenberg, A. M., Witt, J. K. and Metcalfe, J. (2013). From the Revolution to Embodiment: 25 Years of Cognitive Psychology, Perspectives on Psychological Science 8(5), 573–585.
Gomez Paloma, F. (2013). Embodied Cognitive Science. Atti incarnati della didattica. Roma: Nuova Cultura.
Gomez Paloma, F. (2014). Scuola in movimento. La didattica tra scienza e coscienza. Roma: Nuova Cultura.
GOMEZ PALOMA, F., Ascione, A., & Tafuri, D. (2016). Embodied Cognition: il ruolo del corpo nella didattica. Formazione & insegnamento, 14, 75-87. https://doi.org/10.34105/j.kmel.2023.15.008
Iavarone, M., Presti, F. L., & Stangherlin, O. (2017). Participatory Didactics and the role of feedback through game-based technologies. Form@re - Open Journal per la formazione in rete, 17(1), Articolo 1. https://doi.org/10.13128/formare-20239
Jeannerod, M. (2007). Motor cognition. What actions tell to the self. Oxford: Oxford University.
Kosmas, P. (2021). The integration of embodied learning in a language learning classroom: Conclusions from a qualitative analysis. Tertiary education Language Learning: A collection of research, 133-150. https://doi.org/10.14705/rpnet.2021.51.1258
Lakoff, G., Johnson, M., (1999). Philosophy in the Flesh: The embodied mind and its challenge to Western Thought, New York: Basic Books.
Leunard, H., Rachmawati, R., Zani, B. N., & Maharjan, K. (2023). ChatGPT: Opportunities and Challenges in the Learning Process of Arabic Language in Higher Education. Journal International of Lingua and Technology, 2(1), Articolo 1. https://doi.org/10.55849/jiltech.v2i1.439
Macedonia, M. (2019). Embodied Learning: Why at School the Mind Needs the Body. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02098
Michaels, C. F., Carello, C. (1981). Direct Perception. Englewood Cliffs, NJ: Prentice Hall.
Miller, G. A., Galanter, E., Pribram K. H., (1960). Piani e struttura del comportamento. Milano: Franco Angeli.
Morin, E., (1989). La conoscenza della conoscenza. Milano: Feltrinelli.
Nardiello, E. (2023). Apprendimento esperienziale nella formazione di insegnanti. Lifelong Lifewide Learning, 19(42), 629-637. https://doi.org/10.19241/lll.v19i42.762
Nöe, A. (2009). Out of the head. Why you are noy your brain, and other lesson from the biology of consciousness. Cambridge: MIT Press.
Ogunseiju, O. O., Akanmu, A. A., & Bairaktarova, D. (2021). Mixed reality-based environment for learning sensing technology applications in construction. Journal of Information Technology in Construction (ITcon), 26(46), 863–885. https://doi.org/10.36680/j.itcon.2021.046
Perini, R., Bortoletto, M., Capogrosso, M., Fertonani, A., & Miniussi, C. (2016). Acute effects of aerobic exercise promote learning. Scientific Reports, 6(1), Articolo 1. https://doi.org/10.1038/srep25440
Phillips, D. C. (1995). The Good, the Bad, and the Ugly: The Many Faces of Constructivism. Educational Researcher, 24, 7, 5-12.
Phillips, D. C. (2000). Constructivism in education: opinions and second opinions on controversial issues. Chicago: NSSE.
Rugaiyah, R. (2023). The Potential of Artificial Intelligence in Improving Linguistic Competence: A Systematic Literature Review. Arkus, 9(2), Articolo 2. https://doi.org/10.37275/arkus.v9i2.313
Seiffert-Brockmann, J., & Neureiter, A. (2023). Digital corporate communication and gamification. In Handbook on Digital Corporate Communication (pp. 266–280). Edwar
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2024 Santolo Ciccarelli, Maria Giovanna Tafuri
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
