Embodied learning in the era of Artificial Intelligence and immersive technologies: corporeality, digital mediation, and cognitive artifacts for an innovative teaching process.
Parole chiave:
Embodied reflection, body mediation, technological elongation, body plasticity, emotion.Abstract
Riferimenti bibliografici
Abrahamson, D., Tancredi, S., Chen, R.S.Y., Flood, V. J., Dutton, E., (2023), Embodied Design of Digital Resources for Mathematics Education: Theory, Methodology, and Framework of a Pedagogical Research Program, Springer International Handbooks of Education, pp. 1-34;
Baxter, G., Hainey T., (2024), Using immersive technologies ti enhance the student learning experience, Interactive Technology and Smart Education, 21(3), 403-425; https://doi.org/10.1108/ITSE-05-2023-0078;
Calleja, G., (2011), In-Game. From Immersion to Incorporation, Cambridge (MA), MIT Press;
Braidotti, R., (2024), Posthuman knowledge and the critical posthumanities, Stenberg PR, London;
Clark, A., Chalmers, D., (1998), The Extended Mind, in Analysis, 58(1), 77-95;
Ciccarelli, S., Tafuri, (2024), Embodied digital learning: New educational scenarios between artifical intelligence and the rediscovery of corporealituy, Jopurnal of Inclusive Methodology and technology in learning and teaching, V. 4 n. 1.;
Di Natale, A., F., Repetto, C., Costantini, G., Riva, G., Bricolo, E., Villanio, D., (2024), Learning in the Metaverse: Are University students willing to learn in immersive virtual reality? Cyberpsychology, Behavior and Social Networking 27 (1), 28-36;
Di Paolo E., A., Thomposn E., (2024), The Enactive approach, The Routledge Handbook of Embodied Cognition, 85-97;
Faggioli, R., & Schenetti, M., (2023), Returning the body to the mind: Educating tbe living body, Formazione & Insegnamento, 21(1S), 103;
Farina, M., (2021), Embodied Cognition: Dimension , domains and application. Adaptive Behavior, 29(1), 73-88; M. G.,
Floridi, L., (2017), La quarta rivoluzione, Raffaello Cortina Editore, Milano;
Gehlen, A., (1980), Man in the Age of Technology, New York (NY), Columbia University Press;
Hutchins, E., (1995), Cognition in the Wild, Cambridge (MA), MIT Press;
Lave, J., Wenger, E., (1991), Apprendimento situato: partecipazione periferica legittima, University Press Cambridge;
Malafouris, L., (2019), Thinking as Thinking: Psicology with Thinks, MIT Press, https://doi.org/10.1177/0963721419873349;
Merleau-Ponty, M. (a cura di Dalmazio, A. C., Carbone M.), (2021), Il mondo sensibile e il mondo dell’espressione, Mimesis, Milano;
Nosov, A., Shtekhin, S., Lyubchenko, A., (2024), Embodied Conversational Agents: Deep Learning Based Multimodal Sentiment Analysis, ACM Digital Library, https://doi.org/10.1145/3670105.3670203;
Riva, G., (2009), Virtual Reality. An Experience tool for clinical psycology, In British Journal of Guidance and counselling. 37(3), 337-345;
Rivoltella, P. C., Rossi, P. G., (2019), Il copro e la macchina. Tecnologia, cultura, educazione, Editrice Morcelliana, Brescia;
Sancassani, S., Brambilla, F., Casiraghi, D., Marenghi, P., (2019), Progettare l’innovazione didattica, Pearson Education, Milano;
Sibilio, M., (2020), L’interazione Didattica, Morcelliana, Brescia;
Slater, M., (2009), Place illusion and plausability can lead to realistic behaviour in immersive virtual environments, Philosophical Transaction B., PubMed, DOI:10.1098/rstb.2009.0138;
Tosi, I., Rivoltella, P. C., &Casolo F., (2021), Body and physical activity: From laboratory teaching to embodied cognition, Italian Journal of Health Education, Sport and Inclusive learning;
Varela, F., J., Thompson, E., Rosch, E., (2017), The Embodied Mind: Cognitive Scince and Human Experience, (Revised Edition), The MIT Press, https://doi.org/10.7551/mitpress/9780262529365.001.0001;
Vivanet, G., (2014), Sull’efficacia delle tecnologie nella scuola: analisi critica e evidenze empiriche, Italian Journal of Educational Technology, 22 (2), pp. 95-100;
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2026 Angelo Cappello

Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.