We combined electroencephalography (EEG) and eye-tracking recordings to examine the underlying factors elicited during the serial Rapid-Automatized Naming (RAN) task that may differentiate between children with dyslexia (DYS) and chronological age controls (CAC). Thirty children with DYS and 30 CAC (M_age = 9.79 years; age range 7.6 through 12.1 years) performed a set of serial RAN tasks. We extracted fixation-related potentials (FRPs) under phonologically similar (rime-confound) or visually similar (resembling lowercase letters) and dissimilar (non-confounding and discrete uppercase letters, respectively) control tasks. Results revealed significant differences in FRP amplitudes between DYS and CAC groups under the phonologically similar and phonologically non-confounding conditions. No differences were observed in the case of the visual conditions. Moreover, regression analysis showed that the average amplitude of the extracted components significantly predicted RAN performance. FRPs capture neural components during the serial RAN task informative of differences between DYS and CAC and establish a relationship between neurocognitive processes during serial RAN and dyslexia. We suggest our approach as a methodological model for the concurrent analysis of neurophysiological and eye-gaze data to decipher the role of RAN in reading.

This paper explores the intersection of folk art, museums, and education in the 20th century, with a focus on the concept of art as experience, emphasizing the role of museums as active, inclusive learning spaces. A collaboration between the University of Salerno and the University of Nicosia has developed virtual museum environments using virtual reality (VR) to enhance engagement with cultural heritage. These projects aim to make museums more accessible and interactive, with future potential in integrating artificial intelligence NPC and VR strategies for personalized visitor experiences of the Nicosia Folk Art Museum.

Measuring simultaneous processing, a reliable predictor of reading development and reading difficulties (RDs), has traditionally involved cognitive tasks that test reaction or response time, which only capture the efficiency at the output processing stage and neglect the internal stages of information processing. However, with eye-tracking methodology, we can reveal the underlying temporal and spatial processes involved in simultaneous processing and investigate whether these processes are equivalent across chronological or reading age groups. This study used eye-tracking to investigate the simultaneous processing abilities of 15 Grade 6 and 15 Grade 3 children with RDs and their chronological-age controls (15 in each Grade). The Grade 3 typical readers were used as reading-level (RL) controls for the Grade 6 RD group. Participants were required to listen to a question and then point to a picture among four competing illustrations demonstrating the spatial relationship raised in the question. Two eye movements (fixations and saccades) were recorded using the EyeLink 1000 Plus eye-tracking system. The results showed that the Grade 3 RD group produced more and longer fixations than their CA controls, indicating that the pattern of eye movements of young children with RD is typically deficient compared to that of their typically developing counterparts when processing verbal and spatial stimuli simultaneously. However, no differences were observed between the Grade 6 groups in eye movement measures. Notably, the Grade 6 RD group outperformed the RL-matched Grade 3 group, yielding significantly fewer and shorter fixations. The discussion centers on the role of the eye-tracking method as a reliable means of deciphering the simultaneous cognitive processing involved in learning.

This paper presents the design and pedagogical rationale of an AI-powered avatar developed to mediate Cypriot woven heritage for preschool education. The study is conceptual and design-oriented, focusing on how visual motifs from Cypriot traditional weaving can be reinterpreted through an LLM-based conversational system grounded in retrieval-augmented generation (RAG). The system, named Sophia, transforms textile patterns from the fythiotiko tradition into dialogic narrative prompts that support storytelling, visual exploration, and creative expression in early childhood contexts. The proposed framework is intended to illustrate how artificial intelligence can support the reinterpretation of cultural artifacts as pedagogical resources when embedded within guided-play and museum-based learning approaches. It integrates visual analysis, dialogic storytelling, and artmaking into a structured learning sequence that moves from observation to interpretation and creative transformation. Rather than claiming empirical outcomes, the study positions AI-supported storytelling as a design hypothesis for culturally responsive early childhood education. It argues that AI systems can function as mediational tools between material heritage and children’s imaginative engagement, provided they are developed with pedagogical intentionality, cultural sensitivity, and ethical oversight. The paper concludes by outlining design principles for implementing AI-driven storytelling systems in museums and classroom contexts and identifies the need for future empirical validation in real educational settings.