The aim of this paper is to highlight the contribution offered by the dialogical approach in understanding the interconnectedness of the situated sensemaking and situation-transcending processes occurring during the collaborative finalization of a product. We propose a dialogical theory of sensemaking based on the concepts of chronotope, voice and artefact mediation, aimed at investigating how multiple space–time frames are interconnected in collaborative sensemaking. We argue that this analysis is complementary to both the semiotic and the institutional analyses of sensemaking, which constitute the basis of our theorizing. To concretely illustrate our proposal for a chronotopic analysis of collaborative sensemaking, we qualitatively discuss an excerpt taken from a meeting of a multidisciplinary professional team working on the finalization of a web platform meant for enterprises.

Theorizing space-time relations in education: the concept of chronotope

This study aims to investigate the relationship between empathy, social self-efficacy, problematic Internet use (PIU), and problematic online gaming (POG) and to evaluate how such relationship varies according to the age of the participants. A sample of 1,585 Italian students, both genders, aged 12–20 years, were divided into three groups according to the age filled in these self-report questionnaires: PIU; Game Addiction Scale for Adolescents; Interpersonal Reactivity Index; Scale of Social Self-Efficacy; Strengths and Difficulties Questionnaire. The results allow to confirm that in the Italian context the relationships between the examined constructs change across the three age groups considered in the study. PIU and POG, as well as prosocial behaviors and personal distress, tend to significantly decrease in late adolescence (age 18–20 years); 15–17 years adolescents reported more empathic concern compared with the other groups. PIU and POG are affected by empathy and social-self efficacy in different ways depending on age, suggesting that the two conditions have an at least partially different nature. The different components of empathy seem to play a different role in the development of either PIU or POG confirming the need to separate the components of empathy.