M. Ponticorvo, Massimiliano Schembri, A. Cerrato, O. Miglino
Playing cards is an entertainment activity that can exploited to build gamebased application to train and assess different aspects of cognition. In this paper we describe how this approach can be applied to the assessment of numerical cognition, with the description of Baldo, a suite of physical and digital card-games, strongly based on scientific theories of numerical cognition.
{"title":"Playing hybrid cards as an assessment tool for cognitive and emotional dimensions","authors":"M. Ponticorvo, Massimiliano Schembri, A. Cerrato, O. Miglino","doi":"10.30557/qw000016","DOIUrl":"https://doi.org/10.30557/qw000016","url":null,"abstract":"Playing cards is an entertainment activity that can exploited to build gamebased application to train and assess different aspects of cognition. In this paper we describe how this approach can be applied to the assessment of numerical cognition, with the description of Baldo, a suite of physical and digital card-games, strongly based on scientific theories of numerical cognition.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"38 1","pages":"31-48"},"PeriodicalIF":1.3,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73514085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Marocco, Elena Dell’Aquila, Maria Clelia Zurlo, Federica Vallone, M. Barajas, Frédérique Frossard, A. Ferdinando, R. D. Fuccio, Michiel Lippens, L. V. Praag, A. Protopsaltis, Christian Swertz, P. Arslan, A. Mazzucato
Scenario-based learning (SBL) has recently received more and more attention in the training and education fields as a mechanism for providing active and generative learning. E-learning systems can provide a solid platform upon which SBL can be created and used to promote relational competences development, and to offer open source e-learning tools so to overcome common lack of access to affordable training resources. Within this paper a project called ACCORD to develop a new e-learning system to promote intercultural skills in terms of intercultural literacy, inclusive education and conflict management will be described. This project aims to prepare secondary school teachers from five European countries (Austria, Belgium, Germany, Italy, Spain) to take an active stand against intercultural conflicts within the school context, by providing SBL and game-based learning approach. The present article will provide an overview of the ACCORD project, highlighting the theoretical framework underpinning its development, the methodologies that have been used, and the main preliminary outcomes.
{"title":"Attain Cultural Integration through teachers’ Conflict Resolution skills Development: The ACCORD Project","authors":"D. Marocco, Elena Dell’Aquila, Maria Clelia Zurlo, Federica Vallone, M. Barajas, Frédérique Frossard, A. Ferdinando, R. D. Fuccio, Michiel Lippens, L. V. Praag, A. Protopsaltis, Christian Swertz, P. Arslan, A. Mazzucato","doi":"10.30557/qw000015","DOIUrl":"https://doi.org/10.30557/qw000015","url":null,"abstract":"Scenario-based learning (SBL) has recently received more and more attention in the training and education fields as a mechanism for providing active and generative learning. E-learning systems can provide a solid platform upon which SBL can be created and used to promote relational competences development, and to offer open source e-learning tools so to overcome common lack of access to affordable training resources. Within this paper a project called ACCORD to develop a new e-learning system to promote intercultural \u0000skills in terms of intercultural literacy, inclusive education and conflict management will be described. This project aims to prepare secondary school teachers from five European countries (Austria, Belgium, Germany, Italy, Spain) to take an active stand against intercultural conflicts within the school context, by providing SBL and game-based learning approach. The present article will provide an overview of the ACCORD project, highlighting the theoretical framework underpinning its development, the methodologies that \u0000have been used, and the main preliminary outcomes.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"12 1","pages":"11-30"},"PeriodicalIF":1.3,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87706507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Conti, Grazia Trubia, S. Buono, S. di Nuovo, Alessandro Di Nuovo
Autism Spectrum Disorder (ASD) is a multifaceted developmental disorder that comprises a mixture of social impairments, with deficits in many areas including the theory of mind, imitation, and communication. Moreover, people with autism have difficulty in recognising and understanding emotional expressions. We are currently working on integrating a humanoid robot within the standard clinical treatment offered to children with ASD to support the therapists. In this article, using the A-B-A’ single case design, we propose a robot-assisted affect recognition training and to present the results on the child’s progress during the five months of clinical experimentation. In the investigation, we tested the generalization of learning and the long-term maintenance of new skills via the NEPSY-II affection recognition sub-test. The results of this single case study pilot suggest the feasibility and effectiveness of using a humanoid robot to assist with emotion recognition training in children with ASD.
自闭症谱系障碍(ASD)是一种多方面的发育障碍，包括社会障碍的混合物，在许多领域都有缺陷，包括心理理论、模仿和沟通。此外，自闭症患者在识别和理解情绪表达方面存在困难。我们目前正致力于将一个人形机器人整合到为自闭症儿童提供的标准临床治疗中，以支持治疗师。在本文中，我们采用a - b -a的单病例设计，提出了一种机器人辅助的情感识别训练，并在五个月的临床实验中展示了儿童的进步结果。在调查中，我们通过nepsyi - ii情感识别子测试来测试学习的泛化和新技能的长期维持。这一单一案例试验研究的结果表明，使用人形机器人辅助ASD儿童情绪识别训练的可行性和有效性。
{"title":"Affect Recognition in Autism: A single case study on integrating a humanoid robot in a standard therapy","authors":"D. Conti, Grazia Trubia, S. Buono, S. di Nuovo, Alessandro Di Nuovo","doi":"10.30557/qw000018","DOIUrl":"https://doi.org/10.30557/qw000018","url":null,"abstract":"Autism Spectrum Disorder (ASD) is a multifaceted developmental disorder that comprises a mixture of social impairments, with deficits in many areas including the theory of mind, imitation, and communication. Moreover, people with autism have difficulty in recognising and understanding emotional expressions. We are currently working on integrating a humanoid robot within the standard clinical treatment offered to children with ASD to support the therapists. In this article, using the A-B-A’ single case design, we \u0000propose a robot-assisted affect recognition training and to present the results on the child’s progress during the five months of clinical experimentation. \u0000In the investigation, we tested the generalization of learning and the \u0000long-term maintenance of new skills via the NEPSY-II affection recognition sub-test. The results of this single case study pilot suggest the feasibility and effectiveness of using a humanoid robot to assist with emotion recognition training in children with ASD.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"146 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88641512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this article is to share the experience gained in the University concerning the design of the USiena format, which will be used as a basis for the realization of a prototype mobile course. The methodology used for the design is the User-Centered Design implemented through techniques such as focus groups, interviews, questionnaires and student tests. The feedback obtained from these tests allowed the development of guidelines that will be used during the design phase of the course. The designed format has been experimentally verified, evaluating the learning level through multiplechoice questionnaires. Although these are only a few pilot studies, the results obtained showed that the use of the format helped the learners to create a network of social relations and reciprocal connections that allowed each of them to construct their own cognitive architectures on the topics covered, improving learning.
{"title":"User-Centered Design applicata ad un corso mobile: il format “USiena”","authors":"A. Giardi","doi":"10.30557/qw000020","DOIUrl":"https://doi.org/10.30557/qw000020","url":null,"abstract":"The objective of this article is to share the experience gained in the University concerning the design of the USiena format, which will be used as a basis for the realization of a prototype mobile course. The methodology used for the design is the User-Centered Design implemented through techniques such as focus groups, interviews, questionnaires and student tests. The feedback obtained from these tests allowed the development of guidelines that will be used during the design phase of the course. The designed format has been experimentally verified, evaluating the learning level through multiplechoice questionnaires. Although these are only a few pilot studies, the results obtained showed that the use of the format helped the learners to create a network of social relations and reciprocal connections that allowed each of them to construct their own cognitive architectures on the topics covered, improving learning.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"147 7 1","pages":"110-132"},"PeriodicalIF":1.3,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79833924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The assessment of the Autism Spectrum Disorder (ASD) has always focused on the observational analysis of behavior, primarily aiming to detect the presence of some behaviors considered typical of the disorder. However, autism is often characterized by motor abnormalities as well. This paper presents a pilot study with the aim to assess the preliminary capability of a software for micro-movement analysis to detect typical characteristics of movement in subjects with ASD. Therefore, the software has been tested on a small sample of ASD subjects and the results have been compared to those of a group of subjects with typical development (TD). The results showed that it is possible to observe some differences between the groups in relation to some parameters of effectiveness, linearity, and average speed of trajectories.
{"title":"Micro-movement as an objective measure to assess autism spectrum disorder","authors":"Roberta Simeoli, Angelo Rega, D. Marocco","doi":"10.30557/qw000017","DOIUrl":"https://doi.org/10.30557/qw000017","url":null,"abstract":"The assessment of the Autism Spectrum Disorder (ASD) has always focused on the observational analysis of behavior, primarily aiming to detect the presence of some behaviors considered typical of the disorder. However, autism is often characterized by motor abnormalities as well. This paper presents a pilot study with the aim to assess the preliminary capability of a software for micro-movement analysis to detect typical characteristics of movement in subjects with ASD. Therefore, the software has been tested on a small sample of ASD subjects and the results have been compared to those of a group of \u0000subjects with typical development (TD). The results showed that it is possible to observe some differences between the groups in relation to some parameters of effectiveness, linearity, and average speed of trajectories.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"18 1","pages":"49-65"},"PeriodicalIF":1.3,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73846949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we propose a framework for monitoring school projects based on the National Operational Programme (NOP) For School: Skills and Learning Environments. These schools intend to use 3D printers purchased with ERDF funds in preschools. This study aims to identify the characteristics of these schools, through analysis of data relevant to the participation in the NOP.
{"title":"Investire nel digital fabrication: le scuole che scelgono di dotarsi di stampanti 3D attraverso il Programma Operativo Nazionale","authors":"Samuele Calzone, Daniela Bagattini","doi":"10.30557/QW000011","DOIUrl":"https://doi.org/10.30557/QW000011","url":null,"abstract":"In this paper, we propose a framework for monitoring school projects \u0000based on the National Operational Programme (NOP) For School: Skills \u0000and Learning Environments. These schools intend to use 3D printers purchased with ERDF funds in preschools. This study aims to identify the characteristics of these schools, through analysis of data relevant to the participation in the NOP.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"29 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81306415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we explore the potential of 3D printing in the context of preschool music learning, with the aim of making visible its educational value. After analyzing embodied and enactive approaches in preschool and the adoption of tangible interfaces for music education, we review novel technologies in the field of additive fabrication and 3D printing and highlight their potential for music learning. Subsequently, we propose didactic experiences based on a manipulative approach and using already-available or user-customized 3D models. Finally, we present a case study that investigates alternative forms of music notation.
{"title":"3D printing in preschool music education: Opportunities and challenges","authors":"F. Avanzini, A. Baratè, L. A. Ludovico","doi":"10.30557/QW000012","DOIUrl":"https://doi.org/10.30557/QW000012","url":null,"abstract":"In this paper we explore the potential of 3D printing in the context of preschool music learning, with the aim of making visible its educational value. \u0000After analyzing embodied and enactive approaches in preschool and the \u0000adoption of tangible interfaces for music education, we review novel technologies in the field of additive fabrication and 3D printing and highlight their potential for music learning. Subsequently, we propose didactic experiences based on a manipulative approach and using already-available or user-customized 3D models. Finally, we present a case study that investigates alternative forms of music notation.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"54 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80407661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The kindergarten has a central role in the development of cognitive functions that are foundational to more complex skills. The present work aims to investigate the cognitive processes involved in using 3D printers in pre-primary school through the administration of standardized tests. The goal is to understand if 3D printing can contribute to pupils’ cognitive development by deploying learning strategies based on cognitive activation. The WPPSI-III (Wechsler Preschool and Primary Scale of Intelligence) was administered to 61 pupils (24 females, 37 males) from three pre-primary schools located in the geographical north, center and south of Italy respectively. In each school, an experimental group (in which students used a 3D printer) and comparison group (no use of 3D printer) was tested. Two baseline sessions were held initially, followed by a first post-test after a period of six months. This article describes the test outcomes regarding the scoring of the general IQ, performance, verbal and data processing skills.
{"title":"Processi cognitivi e stampante 3D alla scuola dell’infanzia: stimolare lo sviluppo cognitivo per potenziare l’apprendimento","authors":"S. Mori, Jessica Newint","doi":"10.30557/QW000009","DOIUrl":"https://doi.org/10.30557/QW000009","url":null,"abstract":"The kindergarten has a central role in the development of cognitive functions that are foundational to more complex skills. The present work aims to investigate the cognitive processes involved in using 3D printers in pre-primary school through the administration of standardized tests. The goal is to understand if 3D printing can contribute to pupils’ cognitive development by deploying learning strategies based on cognitive activation. \u0000The WPPSI-III (Wechsler Preschool and Primary Scale of Intelligence) was administered to 61 pupils (24 females, 37 males) from three pre-primary schools located in the geographical north, center and south of Italy respectively. \u0000In each school, an experimental group (in which students used a 3D \u0000printer) and comparison group (no use of 3D printer) was tested. Two \u0000baseline sessions were held initially, followed by a first post-test after a period of six months. This article describes the test outcomes regarding the scoring of the general IQ, performance, verbal and data processing skills.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"19 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74779325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper considers educational research and pedagogical conceptualizations of maker education in the context of the current curriculum in Italian schools. In particular, it draws on the research that INDIRE promotes on teaching using 3D printers and preliminary findings from an ongoing pilot study, which aims to increase understanding of the potential associations between maker pedagogy and spatial geometric and visual skills. The pilot reported follows a model of co-design involving the teachers of the school, which has facilitated the use of more reflective measures of competence to be assessed. The pilot discussed provides valuable support for the current research on 3D printers and will be extended to other schools wishing to pursue skills and learning objectives little considered by the current national curriculum at nursery and early primary level.
{"title":"Verso un curricolo Maker 5-8 K. Principi e applicazioni per lo sviluppo della competenza geometrica tramite 3D printing1","authors":"G. Mangione, Maeca Garzia, A. Esposito","doi":"10.30557/QW000013","DOIUrl":"https://doi.org/10.30557/QW000013","url":null,"abstract":"This paper considers educational research and pedagogical conceptualizations of maker education in the context of the current curriculum in Italian schools. In particular, it draws on the research that INDIRE promotes on teaching using 3D printers and preliminary findings from an ongoing pilot study, which aims to increase understanding of the potential associations between maker pedagogy and spatial geometric and visual skills. The pilot reported follows a model of co-design involving the teachers of the school, which has facilitated the use of more reflective measures of competence to be assessed. The pilot discussed provides valuable support for the current research on 3D printers and will be extended to other schools wishing to pursue \u0000skills and learning objectives little considered by the current national \u0000curriculum at nursery and early primary level.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"34 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88789898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The importance of competency-based education in preschool is fully recognized by the European educational regulations (Eurydice 2012, 2017). Starting in 2016, INDIRE researchers related to the group Maker@Scuola, initiated a study to investigate the conditions for possible uses of 3D printers to support competency-based learning. This contribution aims to describe how the research group, through continuous dialogue with the teachers involved in the project, elaborated four tasks tested on a sample of eight schools, 20 teachers and more than 200 pupils. For each task, the initial assignments, the critical points and the subsequent corrections will be presented.
{"title":"Competenze in 3D. Costruire un percorso per competenza attraverso la stampante 3D nella scuola dell’infanzia","authors":"A. Rosa, Jessica Niewint","doi":"10.30557/QW000010","DOIUrl":"https://doi.org/10.30557/QW000010","url":null,"abstract":"The importance of competency-based education in preschool is fully recognized by the European educational regulations (Eurydice 2012, 2017). Starting in 2016, INDIRE researchers related to the group Maker@Scuola, initiated a study to investigate the conditions for possible uses of 3D printers to support competency-based learning. This contribution aims to describe how the research group, through continuous dialogue with the teachers involved in the project, elaborated four tasks tested on a sample of eight schools, 20 \u0000teachers and more than 200 pupils. For each task, the initial assignments, the critical points and the subsequent corrections will be presented.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"31 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82888051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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