Gianni Panconesi, Maria Guida, Handbook of research on teaching with virtual environments and AI
Table of contents Section 1 Educational Approaches to Distance Learning Chapter 1 Pandemic and Post-Pandemic Use of Immersive Learning Technology. 1 Julie Willcott, zSpace, USA Chapter 2 3D Virtual Learning Environment for Acquisition of Cultural Competence: Experiences of Instructional Designers 17 Stephen Petrina, University of British Columbia, Canada Jennifer Jing Zhao, University of British Columbia, Canada Chapter 3 Educational Practices Resulting From Digital Intelligence. 43 Ana Nobre, Universidade Aberta, Portugal Chapter 4 Creating Virtual Learning Experiences Based on Engaging Interactions and Collaborative Work in Graduate Programs: A Cognitive Analysis 61 Martha P. Mendez, Independent Researcher, Colombia Nofal Nagles Garcia, Independent Researcher, Colombia Chapter 5 Mentoring Teams as a Model of Supporting Distance Teaching: The Croatian Example 86 Lidija Kralj, Ministry of Science and Education, Croatia Chapter 6 From Traditional to Distance Learning: Chronicle of a Switch From Physical to Virtual – Using the Game Metaphor to Understand the Process. 119 Lucia Bartolotti, Liceo Classico e Linguistico “F. Petrarca”, Italy Chapter 7 Virtual Worlds, Learning Tools or Risk for Addiction? A Literature Analysis in a Psycho-Sociological Perspective 140 Alberta Mazzola, Studio Confini, Italy Chapter 8 Culturally Responsive Pedagogy, Universal Design for Learning, Ubiquitous Learning, and Seamless Learning: How These Paradigms Inform the Intentional Design of Learner-Centered Online Learning Environments 163 Natalie Nussli, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland Kevin Oh, University of San Francisco, USA Chapter 9 A Bioeducational Approach to Virtual Learning Environments. 189 Alessandro Ciasullo, University of Naples Federico II, Italy Chapter 10 Journalism and Communication at School in Order to Form Critical Citizens. 210 Simona Lamonaca, Istituto Comprensivo Giuseppina Pizzigoni, Italy Chapter 11 Effects of Virtual Reality Learning Platforms on Usability and Presence: Immersive vs. Non-Immersive Platform 236 Murat Çoban, Agri Ibrahim Cecen University, Turkey Section 2 A Multi-Modal Educational Perspective and Virtual Reality Chapter 12 Comparing Two Teacher Training Courses for 3D Game-Based Learning: Feedback From Trainee Teachers. 267 Michael Thomas, Liverpool John Moores University, UK Letizia Cinganotto, INDIRE, Università Telematica degli Studi, Italy Chapter 13 Minecraft Our City, an Erasmus Project in Virtual World: Building Competences Using a Virtual World 293 Annalisa A. B. Boniello, University of Camerino, Italy Alessandra A. C. Conti, IC Nettuno 1, Italy Chapter 14 Techland: New Educational Paths Focused on Energy Resources and Sustainability Using Virtual Worlds 316 Michelina Occhioni, School of Science and Technology, Geology Division, University of Camerino, Italy Eleonora Paris, School of Science and Technology, Geology Division, University of Camerino, Italy Chapter 15 The Educational Value of the Escape Room in Virtual Environments 341 Michelangelo Tricarico, Politecnico di Bari, Bari, Italy Chapter 16 Challenges and Research in Virtual Worlds and Augmented Reality in the Educational Field 373 Felipe Becker Nunes, Federal University of Rio Grande do Sul, Brazil Fabrício Herpich, Federal University of Rio Grande do Sul, Brazil Maria Angélica Figueiredo Oliveira, Federal University of Rio Grande do Sul, Brazil Kelly Hannel, Federal University of Rio Grande do Sul, Brazil Chapter 17 Non-Verbal Communication Language in Virtual Worlds. 394 Ivonne Citarella, National Research Council, Italy Chapter 18 Use of Virtual Worlds for Development of Social Interaction Skills of Children With Special Needs 416 Amir Manzoor, Bahria University, Pakistan Chapter 19 Instructional Design and 3D Virtual Worlds: A Focus on Social Abilities and Autism Spectrum Disorder 444 Laura Fedeli, University of Macerata, Italy Valentina Pennazio, University of Macerata, Italy Chapter 20 Affordances in Virtual World Learning Communities. 461 Jean-Paul Lafayette DuQuette, University of Macao, Macao Chapter 21 Prosumers Building the Virtual World: How a Proactive Use of Virtual Worlds Can Be an Effective Method for Educational Purposes. 492 Mario Fontanella, Edu3d, Italy Claudio Pacchiega, Edu3d, Italy Chapter 22 Teaching Archaeology in VR: An Academic Perspective. 518 Nevio Danelon, Department of Classical Studies, Duke University, USA Maurizio Forte, Department of Classical Studies, Duke University, USA Section 3 Artificial Intelligence and Its Potential for Improvement of Society Chapter 23 Designing Intelligent Tutoring Systems With AI: Brain-Based Principles for Learning Effectiveness 540 Roberto Trinchero, University of Turin, Italy Chapter 24 How Can Education Use Artificial Intelligence? A Brief History of AI, Its Usages, Its Successes, and Its Problems When Applied to Education. 558 Claudio Pacchiega, Edu3d, Italy Chapter 25 Toward the 4th Agenda 2030 Goal: AI Support to Executive Functions for Inclusions. 591 Rita Tegon, Liceo Classico “A. Canova”, Treviso, Italy Chapter 26 VLE Meets VW. 616 Matthew Montebello, University of Malta, Malta Vanessa Camilleri, University of Malta, Malta Chapter 27 Artificial Intelligence and K-12: How to Explain? 634 Muhammet Demirbilek, Faculty of Education, Suleyman Demirel University, Turkey Chapter 28 Computers and Artificial Intelligence in Future Education. 654 Michael Voskoglou, Graduate Technological Educational Institute, Greece Chapter 29 Role of Technology in Using Artificial Intelligence to Improve Educational Learning Challenges With Reference to India. 681 Seema Sahai, Amity University, India Sharad Khattar, Amity University, India Richa Goel, Amity University, India
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