Realtà virtuale immersiva e inclusione scolastica: un framework UDL-ECS per il design di esperienze VR nella Scuola secondaria di secondo grado
Parole chiave:
Embodied Cognition, Realtà Virtuale Immersiva, Universal Design for Learning, didattica inclusiva, ambienti XRAbstract
La diffusione delle tecnologie di realtà estesa (XR) negli ambienti educativi apre prospettive inedite per la progettazione di contesti di apprendimento inclusivi. In particolare, la realtà virtuale immersiva (VR) – attraverso la generazione di presenza incarnata, il coinvolgimento del sistema sensomotorio e la plasticità dello schema corporeo mediata dall’avatar – costituisce una rilevante risorsa didattica. Per studenti con disabilità motorie, sensoriali o cognitive e per studenti con neurodiversità, tuttavia, alcune di queste stesse caratteristiche (dall’isolamento percettivo del visore alla cinetosi, dal sovraccarico sensoriale alle interfacce che richiedono coordinazione fine) possono costituire barriere rilevanti se non affrontate sistematicamente in fase di progettazione. Il contributo propone un framework teorico-analitico per il design di ambienti VR inclusivi, fondato sull’integrazione tra i principi dell’Universal Design for Learning e la prospettiva dell’Embodied Cognitive Science: per ciascuno dei tre principi UDL vengono identificati le dimensioni corporee corrispondenti, le affordance degli ambienti immersivi e gli indicatori di progettazione verificabili. Il framework viene declinato in una proposta didattica da implementare nella scuola secondaria di secondo grado, fondata sulla co-progettazione con gli studenti, sullo scaffolding progressivo verso l’immersione e su modalità valutative coerenti con la variabilità dei profili di apprendimento.
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