HYBRID LEARNING SPACES AND INCLUSIVE EDUCATION: AN EXPLORATORY STUDY ON AUGMENTED LEARNING ENVIRONMENTS AND VIRTUAL WORLDS IN DADA SCHOOLS

Alfonso Filippone, Maria Ermelinda De Carlo

Abstract


This exploratory research paper analyzes the use of virtual worlds and hybrid learning walls in a DADA school, highlighting how Phygital Learning fosters inclusion, motivation and the development of digital and soft skills. Participatory design of educational spaces shows the effectiveness of wellness-oriented immersive environments, according to the UDL framework.


Keywords


Hybrid Learning Spaces; Phygital Learning; Inclusive Education; Virtual Wrolds; Eduverse

Full Text:

PDF

References


Booth, T., & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools (3rd ed.). Centre for Studies on Inclusive Education (CSIE), Bristol.

Boschi, C. (2023). Self-Narration to the Other in Educational Practice La narrazione del sé all’Altro nella prassi educativa. Formazione & insegnamento, 21, 38-44.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Brooke, J. (1996). SUS-A quick and dirty usability scale. Usability evaluation in industry, 189(194), 4-7.

CAST. (2018). Universal Design for Learning Guidelines version 2.2. Wakefield, MA: Author. Retrieved from https://udlguidelines.cast.org/

Chaturvedi, S., Purohit, S., & Verma, M. (2021, June). Effective teaching practices for success during COVID 19 pandemic: Towards phygital learning. In Frontiers in Education (Vol. 6, p. 646557). Frontiers Media SA.

Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. Sage publications.

Damaševičius, R., & Sidekerskienė, T. (2024). Virtual worlds for learning in metaverse: A narrative review. Sustainability, 16(5), 2032.

Dato, D., Cardone, S., Di Pumpo, M., Filippone, A., Paoletti, F., Romano, C., & Ruggiero, F. (2021). I DADA TEAMS: un'esperienza di didattica innovativa. MeTis-Mondi educativi. Temi, indagini, suggestioni, 11(2), 292-306.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.

Di Tore, P. A., Mangione, G. R., Zappalà, E., Barra, V., & Galdieri, M. (2021). Spazio, tempo, corpo: il “qui ed ora” di studenti e docenti negli ambienti di apprendimento ibridi. NUOVA SECONDARIA, 3, 39-56.

Efthymiou, E. (Ed.). (2023). Inclusive phygital learning approaches and strategies for students with special needs. IGI Global.

Ferrari, A., & Punie, Y. (2013, April). DIGCOMP: A framework for developing and understanding digital competence in Europe.

Filippone, A., Ferulli, M., & Bevilacqua, A. (2023). Virtual Worlds and Eduverse: a reflection on the body, space and learning in the metaverse. Italian journal of health education, sport and inclusive didactics, 7(3).

Filippone, A., Montepeloso, E. A., Leone, R., & Bevilacqua, A. (2023/I). Cooperative learning in virtual worlds:: An innovative teaching and learning experience for STEAM education. Italian Journal of Educational Research, (31), 100-113.

Filippone, A., & Bevilacqua, A. (2024). Lego-Kintsugi: a new teaching and educational methodology to enhance life skills and digital life skills, create well-being and educate happiness. Italian journal of health education, sport and inclusive didactics, 8(3).

Filippone, A., Barbieri, U., Di Fuccio, R., De Carlo, M. E., & Marsico, E. (2024). Teaching and Learning in 3D Virtual Worlds integrated with Intelligent Tutoring Systems: New perspectives for Virtual Reality, Eduverse and Artificial Intelligence in Education. Education Sciences & Society: 2, 2024, 298-313.

Floridi, L. (2015). The onlife manifesto: Being human in a hyperconnected era (p. 264). Springer nature.

Gesthuizen, R., Tan, H., & Kidman, G. (2025). Inspired to build understanding: learning about sustainability and environmental education from within a virtual world. International Research in Geographical and Environmental Education, 34(1), 25-42.

Kennedy, F., Pearson, D., Brett-Taylor, L., & Talreja, V. (2014). The life skills assessment scale: Measuring life skills of disadvantaged children in the developing world. Social Behavior and Personality: an international journal, 42(2), 197-209.

Isidori, M. V., Muccini, H., Santelli, A., & Evangelista, C. (2024). Educazione e formazione per la sostenibilità. Verso l'Intelligenza Artificiale: un'indagine esplorativa sui docenti. Form@ re, 24(1).

Legge 5 febbraio 1992, n. 104. Legge-quadro per l’assistenza, l’integrazione sociale e i diritti delle persone handicappate. Gazzetta Ufficiale della Repubblica Italiana, Serie Generale, n. 39 del 17 febbraio 1992.

Legge 8 ottobre 2010, n. 170. Nuove norme in materia di disturbi specifici di apprendimento in ambito scolastico. Gazzetta Ufficiale della Repubblica Italiana, Serie Generale, n. 244 del 18 ottobre 2010.

Ministero dell'Istruzione e del Merito (2023a). Decreto Ministeriale n. 65 del 15 marzo 2023 – Investimento 3.1 “Nuove competenze e nuovi linguaggi” (PNRR).

Ministero dell'Istruzione e del Merito (2023b). Decreto Ministeriale n. 66 del 15 marzo 2023 – Investimento 3.2 “Scuola 4.0” (PNRR).

Ministero dell'Istruzione. (2012). Direttiva ministeriale 27 dicembre 2012: Strumenti d’intervento per alunni con Bisogni Educativi Speciali (BES) e organizzazione territoriale per l’inclusione scolastica. Gazzetta Ufficiale della Repubblica Italiana.

Ministero dell'Istruzione. (2013). Circolare Ministeriale n. 8 dell'8 marzo 2013: Indicazioni operative sui BES. Gazzetta Ufficiale della Repubblica Italiana.

Montanari, M. (2023). Scuola inclusiva e didattica digitale. Convergenze e questioni aperte. Scienze pedagogiche, 173.

Moon, J. A. (2006). Learning Journals: A Handbook for Reflective Practice and Professional Development (2nd ed.). Routledge.

Morgan, D. L. (1997). Focus groups as qualitative research (Vol. 16). Sage.

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Florida Institute for Human and Machine Cognition.

Pearson, D., Kennedy, F., Talreja, V., Bhat, S., & Newman-Taylor, K. (2020). The Life Skills Assessment Scale: Norms for young people aged 17–19 and 20–22 years. Social Behavior and Personality: an international journal, 48(4), 1-15.

Plano Clark, V. L. (2017). Mixed methods research. The Journal of Positive Psychology, 12(3), 305-306.

Presidenza del Consiglio dei Ministri (2021). Piano Nazionale di Ripresa e Resilienza (PNRR). Retrieved from https://italiadomani.gov.it

Rose, D. H., & Meyer, A. (2006). A practical reader in universal design for learning. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.

Sumathi, D., & Angelin Devakumari, J. (2022). Phygital approach to education. PSYCHO-TECHNOLOGICAL APPROACHES IN HEUTAGOGY, 21.

Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens-With new examples of knowledge, skills and attitudes.




DOI: https://doi.org/10.32043/gsd.v9i1.1474

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296