Felice Corona

Measuring Empathy to Support Learning Design and Narrative Game: A Phenomenological Approach

This work is the first step of a research aimed at the creation of instruments for empathy measurement in the learning - teaching process. In this context, the present article contributes to investigation towards the phenomenological approach to empathy concept (spatial theory of empathy[1]) and to the relationship between empathy and learning. The paper documents the choices made in the design stage of a narrative game aimed at measuring the competence of empathy. Assessment of empathy is a necessary step in a wide investigation path that could be especially useful in the design of innovative and adaptive learning experiences with a view to an ATI approach.

Visuo-spatial attention and reading abilities: an action game prototype for dyslexic children

Abstract The ability to play action videogames – not directly related to phonological or orthographic training – seems to be a teaching tool able to intervene specifically on spatial attention and drastically improve the reading skills of dyslexic children. The MADRIGALE project aims at the design and development of an action game, simultaneously involving both phonological and attention training in order to adapt educational game strategies for special needs. Within the MADRIGALE project, the design of the prototype was presented at the International Conference on Intelligent Networking and Collaborative Systems, while an experimentation about educational effectiveness of the prototype, conducted using ‘Prove MT2’ as a benchmarking tool for measuring accuracy and speed of reading, was published in the International Journal of Emerging Technologies in Learning (iJET). This paper is an extension of the work presented in SIREM – SIEL 2014 Conference, and presents the results of a Game Evaluation Sheet administered to 50 primary school teachers with experience of dyslexic students

Flipped Inclusion, Between Theoretical and Experimental Didactics: For an Existential Model of Inclusive Personality

FlippedInclusionstemsfromepochalassumptionsandhasbeencreatedtomanage,in asimpleandecologicalway,theworld’scomplexsocieties.Itusesnewinstrumental approaches to knowledge and their media advantage. The need for an ecological perspectiveofdevelopment,determinedbytherecognitionofabasicawarenessofthe uniqueindividual,istheresultofaseriesofrelationsandrelationshipsthatemerge fromthemulti-perspectivecontrivedaswellasutilitariancertaintiesthataretypical of the misleading consumerist multi-perspective societies. Through computational and logical inferences as well as semantic and symbolic recognition, the Flipped Inclusion establishes itself as an ethical socio-educational model based on three points: self-esteem, promptness and community/institutions. It is appropriate for socialdevelopmentandismultidimensionalandmulti-relationalforeveryone.Flipped Inclusiontransformsdataintoontologyandatthesametimeconvertsinter-subjectivity inrelation,re-shapingbothsenseandcontext. KEywoRDS Circularity, Nonlinear Trajectories, Recognition, Self-Esteem, Self-Mobility FLIPPED INCLUSIoN RESEARCH PRoJECT AND AUGMENTED CLASSRooM EXPERIMENTATIoN FlippedInclusionresearchprojecthasbeencreatedanddevelopedaccordingtothe epistemologicalexperimentationconductedbytheinterdepartmentalPhDinSciences ofLanguage,Society,PoliticsandEducation.

Inclusione e disorganizzazione comunicativa nello spettro autistico in I disturbi dello spettro autistico e la comunicazione nella didattica inclusiva.

The autistic symptomatology is characterized by qualitative interaction disorders, basics of communication, with the satisfaction of a restricted repertoire of interests. The investment in training needs to identify alternative strategies for the identification of signs and symbols, to assign meanings share. The alternative augmentative communication with Picture Communication Symbols and supported by the software, SymWriter, represents an opportunity of management of exogenous factors and the associated risks of idiosyncratic shocks, through inclusive interventions.

IKeWYSe -- I Know What You See: An Educational Ontology-Driven Simulation Game to Foster Perspective-Taking Skills

This work represents the evolution for educational purposes of a video game designed for the measurement of perspective taking skills. The prototype of the game from which this study started has been developed by the University of Salerno and is aimed at assessing the age at which students develop perspective-taking and mental rotation skills. The shift from the scope of measurement to that of training required the software to be capable to adaptively suggest effective strategies appropriate to the users profile. Notwithstanding the theoretical framework and the approach to the representation of spatial reference systems, the specific educational needs have led to a complete re-design of the application and to the introduction of a semantic layer that can adaptively support user. This paper, therefore, in the first part presents the theoretical framework behind the project and briefly describes the prototype of the game aimed at measuring the perspective taking skills, and, in the second part, presents the design of a specific ontology for the educational version.

IKeWYSe – I Know What You See An educational tool for perspective-taking skills

Research on narrative and interaction with pedagogical studies which refer to disciplines that require strong immersion for the acquisition of knowledge in areas such as museum education lead scholars to question the importance of perspective taking. This work represents the evolution for educational purposes of a narrative video game designed for the measurement of perspective taking skills. Perspective taking skills, or the ability to change point of view, involve the need for a mental rotation, in relation to the environment or to an object in the environment, while maintaining a main perspective environment in question. This is the key feature, for Alain Berthoz, of empathy. Empathy is a dynamic process that requires a doubling, it is to adopt an egocentric point of view, but after an allocentric manipulation, while inhibiting the emotional contagion, which is rather typical of sympathy. Empathy is a process considered to be particularly relevant in the field of education. Historically, the interest of the educational community focused on the empathic abilities of the teacher, primarily due to the influence of the work of Carl Rogers. The main goal of this research is to design an smart environment that allows to intervene in adaptive way on the empathic abilities of the students, working on their perspective taking skills, and to analyze the different building blocks that may be used to create the proposed educational tools. The prototype of the narrative game from which this study started is aimed at assessing the age at which students develop perspective-taking and mental rotation skills. The present study shifts the focus of research from skills measuring to skills training. The specific educational needs have led to a complete re-design of the application and to the introduction of a semantic layer that can adaptively support user whit ad hoc feedback. This paper presents the spatial theory of empathy framework, describes the narrative game prototype, an smart environment aimed at measuring the perspective taking skills, and introduces the design of a specific ontology for the educational version.

Cloud-Learning: A New System for Inclusive, Simplifying, Networked Learning

Cloud computing is a metaphor that suggests the perspective of being able to be connected anywhere, evoking on the one hand the complex technological infrastructure and suggesting on the other as the physical location of users and resources loses relevance, creating endless connections and endless ways to interact in the network. The aim of this work is to investigate the educational potential arising from the creation of networks that encourage learning through web 2.0. The development of learning networks that generate interconnections between different users can transform schools and universities in communities of practice, characterized by an open and multidimensional learning environment. Cloud learning combines the ability to tap into resources distributed information in context, turning a diverse set of applications on mobile digital devices in a personal learning tool. In particular, the cloud learning appears to offer an effective tool for the development of key competences identified by the European framework.

emotional resonance: a mirror system for emotions of children with autism spectrum disorders

The international scientific community classifies autism as a behavioral syndrome caused by a developmental disorder. Our research is directed to investigate the role of genetic and environmental factors, and their mutual interaction; in particular, we have focused on the study of the brain through neuroimaging techniques to understand the role of the image, both structural and functional, processed in the brain, and then displayed the same in order to analyze and study the relationship between the activity/function of certain brain areas, and the activity of mirror neurons. The data collected by research have allowed to understand various relevant systems approach to the treatment of disorders such as Floor Time. In education, the effectiveness of interventions is measured directed to children with this disorder, and it is also effective among all forms of psycho- education and intervention based on training not only behavioral but including developing motor intentionality and communicative self. doi : 10.5214/ans.0972.7531.200202