The global prevalence of sedentary lifestyles and the associated health risks, such as cardiovascular, metabolic and mental issues, is an epidemic worldwide problem, particularly in the university population. Background/Objectives: University students are particularly vulnerable because of academic pressure and lifestyle changes. Despite the well-known benefits of physical activity in reducing mental stress and improving physical and mental well-being, the literature lacks effective interventions and standardized protocols for this population. This study aims to investigate the state of the art in literature regarding the correlation between the use of physical activity as a means of prevention and intervention and the effects on university students’ stress and mental well-being. Methods: A scoping review was conducted using the PRISMA protocol for scoping reviews, targeting university population with specific terms. Results: The review analyzed 61 articles and identified a consistent positive correlation between physical activity and stress reduction. Interventions included yoga, tai chi, aerobic exercise and moderate- or high-intensity exercise. A lack of standardized protocols were also evident. Conclusions: Physical activity is an effective means for managing stress and improving mental well-being among university students. An integrated approach combining different forms of exercise and strategies to regulate emotions could provide very effective effects on the mental well-being of students. Universities should propose physical activity programs in several forms to enable students to choose the most appropriate one and keep them active.

The objective of this study was to examine the effect of a training program utilizing action perception technology (PAD) tools on improving the motor reaction times and neuromuscular capabilities of the upper and lower limbs compared to a traditional training program. Twenty-four female volleyball players competing in the Italian national championship were randomized into two groups of 12 athletes each: an experimental group (EG) and a control group (CG). A preliminary analysis confirmed the absence of significant differences in age and anthropometric characteristics between the groups. All the players underwent an initial battery of tests (pre-test), including Reaction Time simple Upper and Lower Limb (RTsUL and RTsLL) and Tapping Upper and Lower Limb (TUL and TLL). During a 6-week training program, the experimental group used exercises with a technological system of illuminated disks, while the control group followed the traditional training methods without advanced technology. At the end of the program, both groups were subjected to final tests (post-test). The main results show that after 6 weeks, both groups improved their performance compared to the initial tests. However, EG achieved significantly better results than CG in every test, with significant reductions in average times (ip%) of −14.9% in RTsUL (DX = −0.072 s, t = 23.2, p < 0.05, d = 6.7), −14.9% in RTsLL (DX = −0.091 s, t = 44.0, p < 0.05, d = 12.7), −10.6% in TUL (DX = −0.622 s, t = 42.0, p < 0.05, d = 12.1), and −10.7% in TLL (DX = −0.983 s, t = 43.1, p < 0.05, d = 12.4). The use of light-based perception–action technology devices in volleyball training has shown potential for significantly improving movement speed and reaction time. However, further research is needed to determine whether these improvements actually translate into enhanced overall performance in competitive contexts compared to the traditional training methods.

In the Teaching Technologies Laboratory of the second year of the Bachelor of Science in Primary Education program at the University of Foggia (a.y. 2023/24), an activity aimed at exploring the use of Artificial Intelligence (AI) in educational contexts was proposed. The activity involved future teachers in the creation of avatars representative of classroom imagery, with the aim of investigating the perception of heterogeneity. This paper analyzes the prompts developed by the working groups and the avatars generated to examine students’ and AI’s perceived representations of diversity. This analysis aims to better understand the dynamics of diversity representation in education to stimulate inclusive processes already in teacher education. Intelligenza Artificiale e avatar per la percezione e l’interpretazione dell’eterogeneità della classe. Nel Laboratorio di Tecnologie Didattiche del secondo anno del corso di laurea in Scienze della Formazione Primaria presso l’Università di Foggia (a.a. 2023/24), è stata proposta un’attività finalizzata a esplorare l’utilizzo dell’Intelligenza Artificiale (IA) in contesti formativi. L’attività ha coinvolto i futuri insegnanti nella creazione di avatar rappresentativi dell’immaginario di classe, con l’obiettivo di indagare la percezione dell’eterogeneità. Il presente contributo analizza i prompt elaborati dai gruppi di lavoro e gli avatar generati, al fine di esaminare le rappresentazioni della diversità percepite dagli studenti e dall’IA. Questa analisi mira a comprendere meglio le dinamiche di rappresentazione della diversità nell’ambito educativo per stimolare processi inclusivi già nella formazione docente.

L’articolo si propone di indagare il processo di valutazione delle prestazioni degli studenti della scuola primaria con le potenzialità offerte dall’utilizzo dell’intelligenza artificiale (IA) generativa per la costruzione delle valutazioni finali. L’IA, in particolare i large language models (LLM) come ChatGPT, può assistere gli insegnanti come assisted intelligence e come automated intelligence, facilitando il processo di valutazione oggettiva e personalizzata. L’articolo discute una nuova prospettiva di valutazione, potenziata dall’IA, da un punto di vista critico, etico e pragmatico e invita alla ricerca finalizzata al monitorare l’impatto dell’IA sulle dinamiche didattiche, garantendo un uso efficace ed etico nell’istruzione.