Serious games (SGs) are often used for learning and cognitive improvement. This systematic review aims to verify the effectiveness of SG in enhancing the reading and writing of children with learning difficulties or disorders. The study was conducted according to the PRISMA 2020 Guidelines. The screening processes led to six relevant articles, all of which were randomized trials with a low risk of bias. The number of SGs developed for children with learning disorders with evidence of efficacy is very small, and they focus on enhancing only some aspects of literacy, leaving out the training of some fundamental skills, such as spelling and text comprehension. Serious games are effective in improving reading and metaphonological skills and in ensuring good engagement and enjoyment. However, poor generalization of progress to untreated skills was reported. The importance of investment in this area of research is highlighted.

The COVID-19 pandemic drastically affected many areas and contexts of today’s society, including school and family. Several studies focused on the worldwide effects of school closures on students’ learning outcomes, context, and well-being. However, the data emerging from these studies are often inconsistent and fragmentary, highlighting the need of a comprehensive analysis of the phenomenon. This need is especially urgent for the countries with the most severe school closure, like Italy. This systematic review aims to collect the opinions of parents, teachers, and students on: other dimensions of Italian primary school students affected by school closures, beyond academic performance; hypothetical agreement between the opinions of parents, teachers, and students regarding the different effects of school closures on Italian primary school students; possible differences between the effects of school closures on Italian primary school students and the students in other countries. Our search was conducted using PRISMA 2020 guidelines on Web of Science, Pubmed, Scopus, and EBSCOHost. The results obtained from 34 articles revealed a strong concern on the part of all stakeholders involved in learning during the pandemic, with evident negative effects for Italian school students. The constraint on distance learning led to a drastic change in everyone’s routine, and a negative emotional change on the part of young students. Parents and teachers generally considered distance learning to be ineffective for the education of their children and students; they encountered technical-practical difficulties in the use of electronic devices for participation in school activities; overall learning deficits on the part of students, especially in mathematics, as confirmed by INVALSI results were also found. The investigation reveals a condition of shared emotional and academic performance difficulty, and a further challenging circumstance for students previously at risk of marginalization. Further research in this field is paramount to identify new and adequate recovery strategies.

Recent investigations have suggested that both metacognition and emotions play important roles in second language (L2) learning. However, the majority of these studies focused on negative emotions, such as anxiety, or considered high school or university students, neglecting primary school age students, which is frequently the starting period in which a L2 is learned. Moreover, none of these studies investigated both metacognition and emotions in relation to L2 learning. Thus, the present study aimed to explore within a short-term longitudinal design the role of both metacognition and emotions in learning English as a L2 starting from an early stage, namely, in primary school. We included 305 Italian 2nd and 3rd graders ( M _age = 7.44 years; SD = 0.59; 48.5% females). They were evaluated twice, at the beginning (T0) and the end of the school year (T1), on an English vocabulary test, metacognitive monitoring and control of performance on the English vocabulary test, and achievement emotions (i.e., enjoyment, anxiety, and boredom) related to learning English as a L2. Basic cognitive abilities were also assessed at T0. The results showed that both metacognitive monitoring and control abilities significantly predicted children’s English vocabulary improvements from the first to the second test administration points. Among the achievement emotions, only boredom was a strong predictor of English vocabulary learning. These outcomes showed that metacognitive and emotional variables are relevant beginning at the early stage of L2 learning.

This longitudinal study investigates the interplay between memory systems and second-language (L2) vocabulary acquisition in primary school children (N = 82, second and third graders). While current models emphasize the phonological loop, the specific link between short- and long-term memory remains under-explored. Over a six-month period, we assessed short-term memory and long-term memory predictors of L2 growth. The results indicate that delayed non-word recall, rather than immediate repetition, is the primary predictor of vocabulary acquisition. Furthermore, a significant gender–memory interaction was observed, as females initially outperformed males; however, this advantage diminished over time. These findings suggest that initial long-term consolidation—as also suggested by a notable primacy effect—may represent a critical missing link in L2 acquisition models and that cognitive strategies for word learning may diverge by gender.

Empirical studies support the difficulties European youths encounter when transitioning into adulthood, as well as several economic and social constraints that make the acquisition of a full adult role complex and challenging, with relevant implications for psychological adjustment. In this direction, international research showed the effectiveness of Artificial Intelligence (AI) in promoting mental health adjustment, although most studies are limited to the field of clinical psychology for diagnosing and preventing the onset of pathological problems rather than on non-clinical populations. Furthermore, only a limited number of studies have been conducted in European Countries in comparison to Asian and American countries. Accordingly, this scoping review aims to provide an overview of studies conducted in Europe on AI applications for psychological support to promote psychological adjustment in emerging adults who face the challenges of reaching adulthood, often associated with stress and pressures that increase the likelihood of developing psychological problems. Out of 167 initially selected articles for the period between 2015 and 2025, only six articles were included for the final synthesis, according to explicit inclusion and exclusion criteria, and among them, only three studies were conducted on emerging European adults using different AI tools to provide support to their psychological adjustment. Results from these studies support, first, that despite the significant increase in the AI applications for mental health, their use is still scarce in the European context and specifically to promote emerging adults’ adjustment; second, that despite the scarce applications of AI tools in this sense, results from the few studies are promising regarding the potential AI applications. Future research should better investigate the effects of AI tools to understand their benefits in promoting the mental health of European youths, considering the challenges that they face in going through adulthood.