Iolanda Zollo

Design and Development of an Inclusive Learning Videogames Aimed to Promote the Development of Reading and Writing Skills

Inclusive didactics can be defined as the set of strategies, methods and resources that enable the teacher to pay more attention to the personal profile of the student in terms of learning. With reference to the teaching resources applied, technology offers effective opportunities for the implementation of an inclusive approach. The aim of this paper is to illustrate, on the basis of recent literature, how action videogames can foster the development of reading and writing skills in an inclusive way, through the specific types of human-machine interactions on which they are based. In addition, the design and development phases of the game, targeted for pupils attending Italian primary schools, is presented.

The non-linear potential of didactic action

Starting from a perspective that views education as a complex and adaptive system, this paper is aimed at providing a first reflection on the concept of linearity , intended as a possible interpretation of the limitations arising from the characteristics and the relationships among the actors, the objects and the events that form part of the teaching-learning process. What results is a deterministic vision of teaching and a real negation of the embodied and situated dimension of teaching. This reflection forms part of a branch of educational research that investigates didactic corporealities - those aspects of teaching that are manifested in bodily form, real and metaphoric representations of the triadic interaction between the teacher, the student and the environment. This is configured as the set of elements that contribute to a complex meaning of the teaching experience, able to contribute to a deconstruction of linear schemes of action that are repetitive in nature and are inadequate to address the emerging needs of 21 st Century classrooms. In order to foster and promote the success of all learners, a pluralistic and proteiform perspective is therefore required. This view paves the way to a non-linear form of teaching that is aware of the didactic morphologies that are the characteristics , the spaces , the functions and the potentialities of action during teaching.

Creatività, pensiero divergente e pensiero laterale per una didattica semplessa

In the current dynamic school contexts, teachers are requested to plan and implement flexible and differentiated didactic programmes with the aim of meeting all the students’ needs and bring their potential to light. This educational investment, besides being a professional need, aids in removing any obstacle to learning and promotes full participation in school life. This article outlines the theoretical framework of creative thinking within a simplex perspective, intended as a tool for didactic deviations, and consequently provides the basis of how this innovative strategy could help to decipher and face complexity in challenging situations.