https://hdl.handle.net/10807/60 Thu, 23 Apr 2026 03:08:12 GMT 2026-04-23T03:08:12Z https://hdl.handle.net/10807/334163 Titolo: Emotional Matters: Psychometric Design of Response Formats for Assessing Emotional Awareness in Volumetric Contexts Autori: Simoncini, Gloria; Borghesi, Francesca; Sarcinella, Eleonora Diletta; Chirico, Alice; Cipresso, Pietro Abstract: This study introduces a novel framework for assessing Emotional Awareness through volumetric video stimuli, with a specific focus on evaluating the response design of the proposed items. Volumetric video offers a dynamic and immersive medium, allowing emotionally rich, socially situated scenarios to elicit real-time affective responses. The aim was not only to develop items targeting different facets of Emotional Awareness - such as interoceptive perception, emotional clarity, causal reasoning, and meta-reflection - but to examine how these items function when embedded in life-like scenes and paired with specific response formats. Each item was anchored to a volumetric clip, inviting participants to reflect on their own emotions or infer those of others in context. By analyzing expert feedback on item formulation, scale structure, and interpretability, the study foregrounds response design as a central component in measuring Emotional Awareness. This work moves beyond traditional self-report, offering insights into how immersive media and carefully crafted response modalities can enhance the ecological and conceptual validity of emotional assessment tools. Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/10807/334163 2025-01-01T00:00:00Z https://hdl.handle.net/10807/334162 Titolo: When Emotions Move: Validating Virtual Environments for Affect Dynamics Autori: Borghesi, Francesca; Simoncini, Gloria; Murtas, Vittorio; Sarcinella, Eleonora Diletta; Chirico, Alice; Cipresso, Pietro Abstract: Inducing and tracking affect dynamics in the laboratory is now feasible with virtual environments that can be scripted to evolve over time and drive specific emotional transitions. To verify that such trajectories are grounded in reliable affective states, we first validated the ad hoc virtual environments that were developed. Twelve 4K 360°videos - each representing one endpoint of six bidirectional transitions on Russell's circumplex model - were shown on desktop screens to fifty healthy adults. Valence, Arousal, and Dominance were recorded after every video with the Self-Assessment Manikin, and Positive and Negative Affective Schedule was administered pre- and post-session. This protocol establishes that each environment truly elicited its intended affect states, supplying a vetted stimulus set for future VR research on real-time emotion change. Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/10807/334162 2025-01-01T00:00:00Z https://hdl.handle.net/10807/334158 Titolo: Real versus Metaverse Experience: A Pilot Study Autori: Sarcinella, Eleonora Diletta; Gerardini, Katusha; Bartolotta, Sabrina; Ubaldi, Andrea; Gaggioli, Andrea; Chirico, Alice Abstract: How do learning experiences in virtual reality (VR) compare with equivalent real-world educational scenarios? While VR is increasingly adopted as an ecological medium to simulate complex phenomena, a critical issue remains the extent to which VR-based instruction replicates traditional learning in terms of cognitive, emotional, and educational outcomes. By integrating advanced technologies, such as virtual reality, this study aims to compare the impact of metaverse and traditional lectures on emotional and cognitive engagement. Using a within-subjects design, 24 graduate students participated in both a traditional lecture and a metaverse session delivered via the Meta Quest 2 headset. Measures of flow, emotional states, and epistemic engagement were collected using validated scales and Bayesian statistical analysis. Results indicated that while general emotional responses were comparable across conditions, participants reported significantly higher absorption and perceived awe in the metaverse lecture condition. Furthermore, interest, curiosity, and willingness to repeat the experience were enhanced in the virtual setting. These findings suggest that immersive technologies may enhance engagement and emotional responses in educational contexts, offering a promising path for the design of next generation learning environments. Future research should explore both the learning effectiveness and the psychological affordances of immersive technologies across diverse educational domains. Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/10807/334158 2025-01-01T00:00:00Z https://hdl.handle.net/10807/334096 Titolo: Previsione e revisione nell'insegnamento-apprendimento della matematica con strumenti digitali Autori: Montagnoli Laura Abstract: After providing some theoretical context, touching on the actions of “predicting” and “reviewing” as part of the processes of problem solving and argument construction, the article proposes a series of concrete teaching ideas that revolve around two questions: how can computational thinking be used to enhance problem-solving skills? How can AI be used in the educational context to develop argumentative skills? These practical suggestions are divided into four sections, which overlap with each other in more than one way: predicting and recognising patterns; generalising and exploring; making mistakes; arguing and demonstrating. Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/10807/334096 2025-01-01T00:00:00Z