Papers by Stefano DI TORE
In modern society about 10% of children suffer
from a neuro-developmental disorder called dyslexi... more In modern society about 10% of children suffer
from a neuro-developmental disorder called dyslexia, which
implies difficulties in learning to read. According to recent
research, playing action videogames can be a valid teaching
tool to improve the reading skills of dyslexic children
through forms of engagement and interaction. This paper
describes the design, implementation, validation and experimentation of an educational action game oriented to promote phonological and visuo-spatial attention training in
dyslexic subjects aged between 7 and 9.
Moreover, according to his theory, a child’s mind develops on the basis of the signs belonging to... more Moreover, according to his theory, a child’s mind develops on the basis of the signs belonging to a
specific social context and every high psychic function first develops in the social relations and it gets
internalized by the individual just in a second time. With his researches on the split brain, he marked the
turning point in the re-establishment of the connectionism approach to cerebral functions that, in few
years, fully recognized the functional specificity together with the relative independency of the two
hemispheres by getting away from the concept of the prevalence of the left hemisphere on the right one
considered as “minor”. Therefore, neuropedagogy works together with neurodidactic that must not just
be intended as a “special didactic” which tools, methods and contents for learning processes aiming to
fight disabilities, but it must be considered as a didactic process that makes use of significant learning
tools and exercises for long and short term memories. If the symbolic interactionism is activated when
the gesture is no more considered as a response to the stimulus of the others it assumes a meaning, it
becomes a signifier, or better, a significant symbol. In his work Mind, self and society, Mead affirms
that the individual mind and the self arise out of this process of symbolic interaction as he starts
attaching a meaning to the objective reality surrounding him. We have also made use of the theoretical
contribution of IPNP and the neurodidactic approach which are based on the emotional feedback and an
empathic process underlying a satisfactory level of recognition since it’s more spontaneous and
unconditioned, given the modalities and the subject we have chosen to propose.
Este trabajo quiere ofrecer un punto de vista sobre la relación entre el espacio y la didáctica, ... more Este trabajo quiere ofrecer un punto de vista sobre la relación entre el espacio y la didáctica, partiendo de la hipótesis, desarrollada por Alain Berthoz, de que los numerosos problemas planteados por el avance en el espacio han sido utilizados en el curso de la evolución, incluso para las funciones cognitiva superiores.
La investigación en neurociencias, de hecho, identificó las bases neurobiológicas de las intuiciones de Piaget sobre la representación del espacio en el niño y puso de manifiesto los vínculos entre la capacidad de gestión de los sistemas de referencia espacial, la capacidad de rotación mental y la modalidad empática de relación intersubjetiva. El trabajo se desarrolla presentando un marco funcional de la idea de espacio en el pensamiento occidental y de la relación entre la manipulación de los sistemas de referencia espacial y los procesos cognitivos.
Para concluir se analizan las consecuencias , en el ámbito educativo, de la teoría espacial de la empatía, desarrollada en el Collège de France, en la estela de la tradición fenomenológica.
This paper discusses the theoretical framework underlying the design of an educational video game... more This paper discusses the theoretical framework underlying the design of an educational video game, being developed at the University of Salerno, designed to assess the skills of perspective taking and mental rotation of players. These skills, in the theoretical framework which this paper refers, are essential skills involved in the empathic relationship. The project, in fact, refers to a precise definition of empathy, due to Alain Berthoz and the spatial theory of empathy, and aims to assess the educational implications. We present the spatial theory of empathy, describes the spatial reference
systems provides a quick review of the literature on the representation of space in the child and the representation of space in video games. Finally, the paper describes the
prototype of videogame created, in which the player is faced with three different tasks, two of which are designed to measure the ability of perspective taking, while the third
task is calibrated on the ability of mental rotation.
The study presented here concerns the results obtained from the development and the experimentati... more The study presented here concerns the results obtained from the development and the experimentation of a didactic exergame realized by the University of Salerno. The aim of this exergame, called "Gioco delle Forme", is to evaluate, measure and "train", by means of a playful activity with a high degree of body involvement, the skills of visual and motor integration, skills that for scientific literature are strictly linked to learning processes and considered very important in recent pedagogic debate as concerns the visual and spatial component present in specific learning difficulties. The focus of the study is on the design and development of an exer-game essentially based on manipulation of shapes involving the whole body, fundamental aspect both for the assessment of visual-motor integration skills or for the emotional participation of the user because "motor activity-not representationalist verisimilitude-holds the key to fluid and functional crossings between virtual and physical realms"(Hansen, 2006, p.2); this activity can also be considered as a preparatory skill for the spatial acquisition of concepts like geometrical forms, graphemes, etc. The exer-game is based on the following skills: grabbing, turning, shifting geometrical forms to make them matching with figures on screen.
Within the perspective of full inclusion, which recognizes diversity as an essential human princi... more Within the perspective of full inclusion, which recognizes diversity as an essential human principle, special education aims to find new ways and new teaching strategies to support the teaching-learning process and foster school achievement of all students. Transmedia digital storytelling, that is the narration supported by new technologies and distributed across different multimedia platforms, could be a possible didactic methodology to foster learning because it meets students’ cognitive styles and attitudes, increasing their participation and motivation and improving their different skills, allowing the effective personalization of the school curriculum. Starting from a review of the scientific literature that highlights the effective didactic value of transmedia digital storytelling also in the presence of special educational needs, the aim of the present theoretical study is to suggest a possible use of transmedia digital storytelling to support special teaching, in a pedagogical perspective oriented to create personalized pathways targeted to widen students’ cognitive potential in the full respect of their cognitive learning styles. Specifically, it has been suggested a specific transmedia digital storytelling architecture to experiment in school settings to avoid the dangers of the cognitive load.
In the National Guidelines of the Ministry of Education, Italian educational policy supports the ... more In the National Guidelines of the Ministry of Education, Italian educational policy supports the importance of foreign language learning for all students. This goal is difficult to achieve for dyslexic students, particularly when the language of study has an opaque orthography such as the English language. For this reason, it is required that educational research identifies new teaching-learning strategies which, through personalized pathways, could enhance the potential of all students to promote their educational success. With this aim the proposal of the present work is to integrate the suggestions of multisensory teaching methods with the potential offered by interactive software in order to identify effective ways to deal with the complexity of English language learning for students with dyslexia. This work proposes an educational intervention that, by training specific language functions, provides an added value to the compensatory logic suggested by the Italian legislation on specific learning disabilities. The software, which is currently in the development phase, is proposed as a teaching-learning tool to adopt alternative didactic strategies that can create the basic conditions to overcome exemption measures when it is not strictly necessary.
Obiettivo del presente lavoro è quello di illustrare, sulla base dei dati forniti dalla letteratu... more Obiettivo del presente lavoro è quello di illustrare, sulla base dei dati forniti dalla letteratura scientifica, come l'utilizzo di una specifica categoria di videogiochi possa favorire lo sviluppo della competenza di lettura in soggetti dislessici e argomentare come individuare, sulla base delle caratteristiche di interazione che essi offrono, videogiochi attualmente in commercio potenzialmente fruibili in ambito didattico per favorire lo sviluppo della competenza di lettura in soggetti dislessici.
The spread of Natural Interfaces, based on devices which allow the retrieval to the Human Compute... more The spread of Natural Interfaces, based on devices which allow the retrieval to the Human Computer Interaction of natural paradigms of human interaction (sound, voice, touch, movement), limiting graphic interfaces: the interaction doesn't occur "through the mirror" (Carroll, 2012) of the screen, but it takes place through movement, in the natural space of the user, in relation to an augmented (digital) umwelt that interacts continuously with the user's whole body. The aim of this work is to present natural interfaces as the tool that constitutes the effective place of convergence between body and movement, manipulation of spatial reference systems and man-machine interaction, and inquire the possible didactic declinations.
... Nadia Carlomagno1, Stefano Di Tore2, Paola Aiello2, Gaetano Raiola3, Raffaele Prosperi4 and C... more ... Nadia Carlomagno1, Stefano Di Tore2, Paola Aiello2, Gaetano Raiola3, Raffaele Prosperi4 and Claudio Macchi5 ... U suštini, u 6 od 11 razreda dosegnuta je ili premašena minimalna razina korespodentna intenzivnoj tjelesnoj aktivnosti. ...
2013 Seventh International Conference on Complex, Intelligent, and Software Intensive Systems, 2013
This work represents the evolution for educational purposes of a video game designed for the meas... more This work represents the evolution for educational purposes of a video game designed for the measurement of perspective taking skills. The prototype of the game from which this study started has been developed by the University of Salerno and is aimed at assessing the age at which students develop perspective-taking and mental rotation skills. The shift from the scope of measurement to that of training required the software to be capable to adaptively suggest effective strategies appropriate to the user's profile. Not with standing the theoretical framework and the approach to the representation of spatial reference systems, the specific educational needs have led to a complete re-design of the application and to the introduction of a semantic layer that can adaptively support user. This paper, therefore, in the first part presents the theoretical framework behind the project and briefly describes the prototype of the game aimed at measuring the perspective taking skills, and, in the second part, presents the design of a specific ontology for the educational version.
The term "enactive mind" comes from the Varela work and the concept of "activation" underlines. A... more The term "enactive mind" comes from the Varela work and the concept of "activation" underlines. Approach
you enactive involves two concepts: from a side than the perception he consists in an action to his time driven
by the perception coming from that action date and from the other but the cognitive structures they emerge from
the recurring sensory- motor schemes which allow the action to be perceptively driven. In the specific one,
approach him EM places like a frame to frame a series of phenomena considered essential for the
comprehension of the concept of adaptation as social as the necessity of considering the relation world
complexity as, the importing time constraints present in it, the nature and the modes in which mechanisms of
this adaptation allow the formation of the social knowledge. In the EM approach the child "activates the social
world" selectively perceiving it in the terms of what which is immediately essential for a social action, while the
mental representations (the social knowledge) of this individualized world build themselves based on the
repeated experiences ripened by these actions driven by the perception, become then deeply you root in the
history of relational actions of the child to be tools for the adaptation to the world in which alive. The enactive
vision, although it recalls in the meaning the concept of representation as mode to know, tries to exceed it in
favor of the corporeality, that is an incorporate mind (embodied mind). A corollary of this theory is that subjects
with autism learn on the people in a deviating way with respect to the typical social development process.
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Papers by Stefano DI TORE
from a neuro-developmental disorder called dyslexia, which
implies difficulties in learning to read. According to recent
research, playing action videogames can be a valid teaching
tool to improve the reading skills of dyslexic children
through forms of engagement and interaction. This paper
describes the design, implementation, validation and experimentation of an educational action game oriented to promote phonological and visuo-spatial attention training in
dyslexic subjects aged between 7 and 9.
specific social context and every high psychic function first develops in the social relations and it gets
internalized by the individual just in a second time. With his researches on the split brain, he marked the
turning point in the re-establishment of the connectionism approach to cerebral functions that, in few
years, fully recognized the functional specificity together with the relative independency of the two
hemispheres by getting away from the concept of the prevalence of the left hemisphere on the right one
considered as “minor”. Therefore, neuropedagogy works together with neurodidactic that must not just
be intended as a “special didactic” which tools, methods and contents for learning processes aiming to
fight disabilities, but it must be considered as a didactic process that makes use of significant learning
tools and exercises for long and short term memories. If the symbolic interactionism is activated when
the gesture is no more considered as a response to the stimulus of the others it assumes a meaning, it
becomes a signifier, or better, a significant symbol. In his work Mind, self and society, Mead affirms
that the individual mind and the self arise out of this process of symbolic interaction as he starts
attaching a meaning to the objective reality surrounding him. We have also made use of the theoretical
contribution of IPNP and the neurodidactic approach which are based on the emotional feedback and an
empathic process underlying a satisfactory level of recognition since it’s more spontaneous and
unconditioned, given the modalities and the subject we have chosen to propose.
La investigación en neurociencias, de hecho, identificó las bases neurobiológicas de las intuiciones de Piaget sobre la representación del espacio en el niño y puso de manifiesto los vínculos entre la capacidad de gestión de los sistemas de referencia espacial, la capacidad de rotación mental y la modalidad empática de relación intersubjetiva. El trabajo se desarrolla presentando un marco funcional de la idea de espacio en el pensamiento occidental y de la relación entre la manipulación de los sistemas de referencia espacial y los procesos cognitivos.
Para concluir se analizan las consecuencias , en el ámbito educativo, de la teoría espacial de la empatía, desarrollada en el Collège de France, en la estela de la tradición fenomenológica.
systems provides a quick review of the literature on the representation of space in the child and the representation of space in video games. Finally, the paper describes the
prototype of videogame created, in which the player is faced with three different tasks, two of which are designed to measure the ability of perspective taking, while the third
task is calibrated on the ability of mental rotation.
you enactive involves two concepts: from a side than the perception he consists in an action to his time driven
by the perception coming from that action date and from the other but the cognitive structures they emerge from
the recurring sensory- motor schemes which allow the action to be perceptively driven. In the specific one,
approach him EM places like a frame to frame a series of phenomena considered essential for the
comprehension of the concept of adaptation as social as the necessity of considering the relation world
complexity as, the importing time constraints present in it, the nature and the modes in which mechanisms of
this adaptation allow the formation of the social knowledge. In the EM approach the child "activates the social
world" selectively perceiving it in the terms of what which is immediately essential for a social action, while the
mental representations (the social knowledge) of this individualized world build themselves based on the
repeated experiences ripened by these actions driven by the perception, become then deeply you root in the
history of relational actions of the child to be tools for the adaptation to the world in which alive. The enactive
vision, although it recalls in the meaning the concept of representation as mode to know, tries to exceed it in
favor of the corporeality, that is an incorporate mind (embodied mind). A corollary of this theory is that subjects
with autism learn on the people in a deviating way with respect to the typical social development process.
from a neuro-developmental disorder called dyslexia, which
implies difficulties in learning to read. According to recent
research, playing action videogames can be a valid teaching
tool to improve the reading skills of dyslexic children
through forms of engagement and interaction. This paper
describes the design, implementation, validation and experimentation of an educational action game oriented to promote phonological and visuo-spatial attention training in
dyslexic subjects aged between 7 and 9.
specific social context and every high psychic function first develops in the social relations and it gets
internalized by the individual just in a second time. With his researches on the split brain, he marked the
turning point in the re-establishment of the connectionism approach to cerebral functions that, in few
years, fully recognized the functional specificity together with the relative independency of the two
hemispheres by getting away from the concept of the prevalence of the left hemisphere on the right one
considered as “minor”. Therefore, neuropedagogy works together with neurodidactic that must not just
be intended as a “special didactic” which tools, methods and contents for learning processes aiming to
fight disabilities, but it must be considered as a didactic process that makes use of significant learning
tools and exercises for long and short term memories. If the symbolic interactionism is activated when
the gesture is no more considered as a response to the stimulus of the others it assumes a meaning, it
becomes a signifier, or better, a significant symbol. In his work Mind, self and society, Mead affirms
that the individual mind and the self arise out of this process of symbolic interaction as he starts
attaching a meaning to the objective reality surrounding him. We have also made use of the theoretical
contribution of IPNP and the neurodidactic approach which are based on the emotional feedback and an
empathic process underlying a satisfactory level of recognition since it’s more spontaneous and
unconditioned, given the modalities and the subject we have chosen to propose.
La investigación en neurociencias, de hecho, identificó las bases neurobiológicas de las intuiciones de Piaget sobre la representación del espacio en el niño y puso de manifiesto los vínculos entre la capacidad de gestión de los sistemas de referencia espacial, la capacidad de rotación mental y la modalidad empática de relación intersubjetiva. El trabajo se desarrolla presentando un marco funcional de la idea de espacio en el pensamiento occidental y de la relación entre la manipulación de los sistemas de referencia espacial y los procesos cognitivos.
Para concluir se analizan las consecuencias , en el ámbito educativo, de la teoría espacial de la empatía, desarrollada en el Collège de France, en la estela de la tradición fenomenológica.
systems provides a quick review of the literature on the representation of space in the child and the representation of space in video games. Finally, the paper describes the
prototype of videogame created, in which the player is faced with three different tasks, two of which are designed to measure the ability of perspective taking, while the third
task is calibrated on the ability of mental rotation.
you enactive involves two concepts: from a side than the perception he consists in an action to his time driven
by the perception coming from that action date and from the other but the cognitive structures they emerge from
the recurring sensory- motor schemes which allow the action to be perceptively driven. In the specific one,
approach him EM places like a frame to frame a series of phenomena considered essential for the
comprehension of the concept of adaptation as social as the necessity of considering the relation world
complexity as, the importing time constraints present in it, the nature and the modes in which mechanisms of
this adaptation allow the formation of the social knowledge. In the EM approach the child "activates the social
world" selectively perceiving it in the terms of what which is immediately essential for a social action, while the
mental representations (the social knowledge) of this individualized world build themselves based on the
repeated experiences ripened by these actions driven by the perception, become then deeply you root in the
history of relational actions of the child to be tools for the adaptation to the world in which alive. The enactive
vision, although it recalls in the meaning the concept of representation as mode to know, tries to exceed it in
favor of the corporeality, that is an incorporate mind (embodied mind). A corollary of this theory is that subjects
with autism learn on the people in a deviating way with respect to the typical social development process.