Consideration of a possible use of virtual reality technologies in school contexts requires gathering together the suggestions of many scientific domains aimed at understanding the features of these same tools that let them offer valid support to the teaching-learning processes in educational settings. Specifically, the present study is aimed at creating a theoretical framework for the didactic use of VR technologies in schools, highlighting the characteristics of these tools that are supported by a view of teaching that enhances sensorimotor activity in learning. The theoretical approach, through the study of the international scientific literature on this topic, offers interdisciplinary suggestions for realising teaching-learning practices that are supported by scientific principles and a concept of learning that is consistent with the processes that these tools may activate.

Background: Motivation to engage in physical activity plays a central role in ensuring the health of the population. The present study investigated the psychometric properties and validity in Italy of the Behavioral Regulation in Exercise Questionnaire (BREQ-3), a widely used instrument for assessing individuals’ motivation to exercise based on self-determination theory (SDT). Methods: A large sample (N = 2222; females = 55.4%; M_age = 36.4 years, SD_age = 13.9, min = 20, max = 69) of young people, and middle aged and older adults completed the Italian translation of the BREQ-3, also indicating their intentions to exercise in the following weeks. Results: Confirmatory factor analyses showed that the posited six-factor structure of the BREQ-3 fitted the data well (CFI = 0.96; RMSEA = 0.05; SRMR = 0.04) and provided evidence for full measurement invariance across gender and different age groups. The construct validity of the BREQ-3 was supported by the latent correlations among the subscales, which were consistent with the quasi-simplex pattern theorized by SDT. The overall level of self-determination and the intention to exercise were positively correlated, providing evidence for the criterion validity of the scale. Conclusions: The Italian version of the BREQ-3 has proved to be a reliable and valid instrument for measuring the behavioral regulation of exercise in individuals with different demographic characteristics.

Background: This study aimed to investigate differences in adolescents’ social relationships with classmates of diverse gender, socioeconomic status, immigrant background, and academic achievement. Methods: A population of 10th-grade students (N = 406,783; males = 50.3%; M_age = 15.57 years, SD_age = 0.75) completed the Classmates Social Isolation Questionnaire (CSIQ), an instrument specifically designed to measure two distinct but correlated types of peer relationships in class: peer acceptance and peer friendship. To obtain reliable comparisons across diverse adolescent characteristics, the measurement invariance of the CSIQ was established by means of CFAs and then latent mean differences tests were performed. Results: Immigrant background, academic achievement, and socioeconomic status all proved to be important factors influencing relationships with classmates, while being a male or a female was less relevant. Being a first-generation immigrant adolescent appears to be the foremost risk factor for being less accepted by classmates, while having a low academic achievement is the greatest hindrance for having friends in the group of classmates, a finding that diverges from previous studies. Conclusions: This population study suggests that adolescent characteristics (especially immigrant background, socioeconomic status, and academic achievement) seem to affect social relationships with classmates.

The Future Internet aims to revolutionize digital interaction by integrating advanced technologies like AI and IoT, enabling a dynamic and resilient network. It envisions emotionally intelligent systems that can interpret and respond to human feelings, creating immersive, empathy-driven learning experiences. This evolution aspires to form a responsive digital ecosystem that seamlessly connects technology and human emotion. This paper presents a computational model aimed at enhancing the emotional aspect of learning experiences within museum environments. The model is designed to represent and manage affective and emotional feedback, with a focus on how emotions can significantly impact the learning process in a museum context. The proposed model seeks to identify and quantify emotions during a visitor’s engagement with museum exhibits. To achieve this goal, we primarily explored the following: (i) methods and techniques for assessing and recognizing emotional responses in museum visitors, (ii) feedback management strategies based on the detection of visitors’ emotional states. Then, the methodology was tested on 1000 cases via specific questionnaire forms, along with the presentation of images and short videos, and the results of data analysis are reported. The findings contribute toward establishing a comprehensive methodology for the identification and quantification of the emotional state of museum visitors.

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.

Inclusion and Universal Design for Learning in Italian Schools: 10.4018/ijdldc.2014040105: The present theoretical-argumentative research is aimed to put in evidence the Italian perspective on the use of technologies for promoting inclusion in