When the gaming gets serious. Reflections on student agency within inclusive virtual learning environments
Reflections on student agency within inclusive Virtual Learning Environments
DOI:
https://doi.org/10.32043/jimtlt.v3i1.55Parole chiave:
Virtual Learning Environments, inclusive design, Autism Spectrum DisorderAbstract
This contribution intends to offer an overview of the types of Virtual Learning Environments (VLEs) that may be used in educational field and in the school context. This review also aims to stimulate a preliminary reflection on promoting educational interactions between VLE and learners with Autism Spectrum Disorder, paying particular attention to how digital tools may foster student agency. In fact, because of their peculiar way of functioning and interests, it is also important to accurately design and select VLE to promote both their agency and teaching-learning process.
Questo contributo intende offrire una panoramica delle tipologie di ambienti di apprendimento virtuale (VLE) che possono essere utilizzati in ambito educativo e nel contesto scolastico. Questa revisione mira, inoltre, a stimolare una riflessione preliminare su come è possibile promuovere delle interazioni educative tra i VLEs e gli studenti con disturbo dello spettro autistico, prestando particolare attenzione a come gli strumenti digitali possono favorire lo student agency. Infatti, anche per il loro peculiare modo di funzionare e per i loro interessi, è importante progettare e selezionare accuratamente i VLEs per aumentare il livello di partecipazione e promuovere il processo di insegnamento-apprendimento.
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