https://hdl.handle.net/10807/225 Wed, 13 May 2026 21:29:43 GMT 2026-05-13T21:29:43Z https://hdl.handle.net/10807/334336 Titolo: Cooperazione tra Esseri Umani e Intelligenza Artificiale nei Reasoning Task: Uno Studio Sperimentale Qualitativo Autori: Eleonora Brivio; Ilaria Vergine; Gioacchino Forti; Nina Malinarich; Carlo Galimberti Abstract: Introduzione Negli ultimi anni, la comunicazione tra esseri umani e intelligenza artificiale (AI) ha messo in discussione la capacità di quest’ultima di aderire ai principi pragmatici del linguaggio. Il principio di cooperazione e le massime conversazionali di Grice (1975) costituiscono un quadro utile per analizzare tali interazioni, in particolare in compiti di ragionamento condiviso (Monteiro et al., 2024). Obiettivi e Metodi Lo studio intende analizzare le strategie di cooperazione conversazionale tra esseri umani e AI attraverso un reasoning task complesso (Nezhurina et al., 2024;), confrontando due piattaforme (ChatGPT e Claude). Dieci studenti magistrali interagiranno con entrambe le AI in un disegno within-subjects, con ordine controbilanciato. L’apparato metodologico prevede la risoluzione di un problema logico verbale con l’AI e a seguire un’intervista di debriefing semi-strutturata. Verranno analizzati atti linguistici (inclusi atti indiretti e implicature), struttura dello scambio e coerenza dialogica, e le percezioni personali sull'esperienza di interazione con l'AI, con particolare attenzione ai processi comunicativi attivati durante la risoluzione del problema. Risultati attesi Ci si attende di osservare differenze tra le due piattaforme nell’adesione alle massime di Grice, con specifica attenzione alla quantità e modalità dell’informazione fornita. Le interviste offriranno insight qualitativi sulla percezione di cooperazione e comprensibilità da parte delle AI. Conclusioni Lo studio mira a contribuire alla comprensione delle dinamiche comunicative tra AI e uomo, fornendo spunti per lo sviluppo di interfacce conversazionali più efficaci e cooperative, capaci di sostenere reasoning task complessi attraverso una conversazione più aderente alle aspettative umane. Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/10807/334336 2025-01-01T00:00:00Z https://hdl.handle.net/10807/334319 Titolo: Metaverse in Higher Education: Conversations About its Practical-Experiential Nature Autori: Galimberti, Carlo; Vergine, Ilaria; Bova, Antonio; Bartolotta, Sabrina; Martino, Maria Cristina; Vigliante, Antonio; Gaggioli, Andrea Abstract: The Metaversity project, developed within the Università Cattolica del Sacro Cuore in Milan, is conceived as an initiative aimed at exploring the use of the Metaverse in the university context, particularly in teaching activities. This contribution derives from a phase of the project that considers how the introduction of new technologies (such as immersive virtual reality environments) reshapes the communicative interactions of the participants (i.e., students and instructors) involved. By communicative interactions we refer to all actions carried out by individuals (or subjects) with other individuals, artifacts, and environments. Specifically, in this phase, in order to understand students’ perspectives on the metaverse applied to university teaching, four experimental sessions were conducted (N = 18; two groups n = 4, and two groups n = 5) with students enrolled in degree programs at the Università Cattolica del Sacro Cuore in Milan. In each session, a group of students from the same degree program engaged in an immersive activity designed to develop a teaching unit within the metaversal environment created through EngageVR, and subsequently discussed the activity itself, particularly with regard to the uses and purposes of the metaverse in teaching. Data were collected via video recordings from two angles of the communicative interactions that took place. To capture these interactions in their complexity, a methodological pathway was defined, drawing on multimodal (inter)action analysis, analysis of conversations, and argumentation analysis (for further details, see Discourses From The Metaverse: A Methodological Approach to Immersive Interaction in Higher Education, presented at ICERI 2025). This contribution focuses on one of the five typologies that emerged concerning the uses and purposes of the metaverse in teaching: its practical-experiential nature. The analysis is conducted on three moments identified within the experimental sessions that substantiate this function of the metaverse in education. In particular, analysis of conversations is applied to elaborate a psychosocial hypothesis on how the metaverse in teaching can be interpreted as having a practical-experiential nature. The data analysis is still ongoing. Consequently, the results will be detailed in the presentation of this contribution. The findings and conclusions may highlight how the metaverse can be used to foster practical experiences and promote learning by doing in the university context. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/10807/334319 2026-01-01T00:00:00Z https://hdl.handle.net/10807/333919 Titolo: Del saber al actuar en tiempos de emergencia climática: un enfoque dilemático en la Educación al Aire Libre Autori: Luca Lanfranchi Abstract: This paper proposes a reading of Outdoor Education (OE) through a dilemmatic approach that assumes complexity as a structural condition of contemporary educational experience. In a context marked by the climate crisis and by the permanent tension between what is useful and what is dignified, it argues that mere awareness of the problem does not in itself trigger systemic transformations, since both the epistemic novelty of climate change and the defensive strategies adopted in response to its complexity hinder responsible action. On the basis of this analysis, the paper makes explicit a theoretical framework that understands educational processes as “dilemmatic fields,” in which the choice of one option does not eliminate the alternatives, but rather keeps the tensions alive (Tateo, 2018). After clarifying the notion of dilemma—and distinguishing it from doubt and conflict—it is argued, with Sarid (2022), that a dilemmatic approach occupies an intermediate rationality between the normative and the merely descriptive; it does not seek to “resolve” oppositions, but to inhabit them critically, avoiding both naive simplifications and evasions. In this perspective, two complementary levels are distinguished: (a) education as dilemma, focused on the ethical decisions of teachers and educators in the face of critical incidents and competing forces; and (b) education for dilemma, aimed at equipping students with the tools to deliberate in uncertain scenarios. In line with Birbes (2023; 2025), OE can be understood as a way to reactivate ecological identity, provided that the “outside the classroom” is not reduced to superficial exploration, but becomes ecological study and reflection on experience. This requirement is linked to an autopoietic organization and to “ethical competence” (Damiano, 2007), understood as the narrative and deliberative capacity to reflect on one’s own conduct in situations of uncertainty, with particular reference to the issue of climate change. As an operational contribution, the paper presents a proposal for “ecological orienteering,” which reconfigures the activity in formative terms: the outdoor experience is accompanied by an assessment device that measures not only performance, but also socio-environmental responsibility. Along the route, certain choices of care—for example, stopping to collect litter, even if this entails losing time or positions—are incorporated into the scoring system, so that the dilemma between competing and protecting becomes explicit, observable, and open to discussion. It is argued that this formative architecture turns the dilemma into an object of learning: it makes it possible to record decisions, justify reasons, confront consequences, and deliberate collectively, thus fostering the transition from a merely declarative “knowing the good” to a practiced “doing the good”—that is, toward forms of subjectivation that are responsible and consistent with socio-environmental justice. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/10807/333919 2026-01-01T00:00:00Z https://hdl.handle.net/10807/332120 Titolo: Performance fisiologiche e produttività del vigneto dopo quattro anni di applicazione di una pacciamatura organica secca Autori: Tommaso Frioni; Michelangelo Palombelli; Pier Giorgio Bonicelli; Matteo Gatti; Stefano Poni Abstract: La gestione del suolo è uno degli aspetti più rilevanti della tecnica colturale in vigneto nel contesto del cambiamento climatico. L’inerbimento protegge dall’ erosione in caso intense piogge, ma aumenta la competizione per acqua e nutrienti nei periodi primaverili-estivi. Inoltre, spesso gli effetti delle differenti tecniche di gestione del suolo sono osservabili solo nel medio-lungo periodo. Il presente studio intende confrontare un controllo (C), basato su inerbimento e lavorazione a file alterne, una pacciamatura organica secca nell’inter-fila (P-IF) e una pacciamatura organica secca localizzata nel sotto-fila (P-SF), in un vigneto di Malvasia di Candia aromatica localizzato nei Colli Piacentini. In P-IF e P-SF una cover crop basata su un mix di graminacee (preponderanti), Phacelia e trifoglio è stata seminata per quattro anni consecutivi (dall’autunno 2020 all’autunno 2023). In primavera, la biomassa è stata terminata con un rullo in P-IF e con una trincia-andanatrice in grado di convogliare i residui trinciati nel sotto-fila in P-SF. Nel 2024 sono stati misurati potenziale idrico pre-dawn (Ψpd) e fogliare a mezzogiorno (Ψmd), e scambi gassosi fogliari in una giornata particolarmente calda, dopo la terminazione degli inerbimenti. Alla vendemmia, è stata caratterizzata produttività unitaria e composizione delle uve, alla fine della stagione sono stati quantificati la superficie fogliare e il peso di potatura. Al 23/7/24, P-IF e P-SF avevano un Ψpd superiore rispetto a C (-0,32MPa e -0,31MPa vs -0,40MPa). Sebbene non siano state osservate differenze significative tra i trattamenti in termini di Ψmd, P-SF aveva fotosintesi e traspirazione fogliari superiori rispetto a C (+14% e +25%). Anche P-IF esibiva traspirazione e conduttanza stomatica rispetto a C (+25% e +9%). Alla vendemmia, P-SF aveva una resa per ceppo superiore rispetto a C (+8%), per via del maggior peso medio del grappolo e della bacca (+19% e +12%). Sebbene non siano state riscontrate differenze tra i trattamenti in termini di zuccheri nelle uve, P-SF aveva un’acidità titolabile superiore (+6%). Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/10807/332120 2025-01-01T00:00:00Z