Filippo Bruni

Educational robots and children’s imagery: a preliminary investigation in the first year of primary school

Abstract This study, within the dual context of media education and the use of educational robots, presents a preliminary investigation relating children’s imagery of robots achieved through the analysis of 44 drawings done by children in the first year of primary school. In addition to identifying a set of analytical criteria to be further investigated, the research shows (i) some sources of children’s imagery about robots, (ii) the difficulties of a specific age group to clearly distinguish between toys, robots and human beings and (iii) some possible indications for educational paths.

Identità in gioco

Can we think of any online experiences and training courses so meaningful from the point of view of learning as to possibly contribute to identity building? Given the highly involving capacity of gaming and building on Prensky ‘s approach to digital game-based learning, we may view digital games as tools able to interact in a deep and articulated way with identity building processes. A great number of digital instruments undoubtedly contributes to identity expression and building, but among them digital games appear to have the greatest potentiality for experimentation. Namely role-playing can be seen as a particularly effective “ontological machine” if we place it on a line of continuity between real experiences, virtual life, digital games and multi-user environments.