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.), Automating Instructional Design: Computer-Based Development and Delivery Tools (pp. 101-129). New York: Springer-Verlag. Hershkovitz, A., Baker, R. S.J.d., Gobert, J., Wixon, M., Sao Pedro, M. (2013). Discovery with Models: A Case Study on Carelessness in Computer-based Science Inquiry. American Behavioral Scientist, 57 (10), 1480-1499. Hill, J., & Land, S. (1998). Open-ended learning environments: A theoretical framework and model for design. In M. Simonsen (Ed.), Proceedings of Selected Research and Development Presentations at the National Convention of the

use of video games in the classroom, Computers & Education , 54, 1145-1156. Bull, G., Knezek, G., & Gibson, D. (2009). Editorial: A rationale for incorporating engineering education into the teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 9 (3), 222-225. Burghardt, D., & Hacker, M. (2008). Development of a math infusion model for middle school engineering/technology education. Paper presented at the 38 th ASEE/IEEE Frontiers in Education Conference , Saratoga, NY. Burghardt, M.D., & Krowles, C. (2006). Enhancing mathematics

, 7(589), 1-9. La Marca, A. (2014). The development of a questionnaire on metacognition for students in secondary school. In Proceedings of EDULEARN14 Conference 7th-9th July 2014 (pp. 676-691). Barcelona: IATED. La Marca, A. (2015). Learning Self-Regulation Processes and Guidance Didactics. Pedagogia Oggi, 1, 115-137. Lasley, T. J., Walker, R. (1986). Time-on-task: How teachers can use class time more effectively. NASSP Bulletin, 70(490), 59-64. Leonard, L. J. (1999). Towards Maximizing Instructional Time: The Nature and Extent of Externally-Imposed Classroom

success and failure. New York, NY: Cambridge University Press. Dewey J. (1981), Esperienza e educazione, tr. it., La Nuova Italia, Firenze. Foster, A. L. (2007). Immersive education’submerges students in online worlds made for learning. Chronicle of HigherEducation, 54(17), A22. Fraser, B. J. (1998). Classroom environment instruments: development, validity and applications. Learning EnvironmentsResearch, 1, 7-33. Frauenfelder, E. Z. (1983). La prospettiva educativa tra biologia e cultura. Liguori. Gardner, M., Gánem-Gutiérrez, A., Scott, J., Horan, B., & Callaghan, V. I

motivazione allo studio: prove di valutazione per ragazzi dagli 8 ai 15 anni. Trento: Erickson. Emili, E., & Gaggioli, C. (2017). Digital and inclusive environment. Form@Re - Open Journal Per La Formazione In Rete , 17(1), 49-67. doi:10.13128/formare-20164 European Agency for Development in Special Needs Education. (2013). Nuove Tecnologie per l’inclusione. Information and communication technology for inclusion. ICT4I. Sviluppi e opportunità per i paesi europei. Odense: Danimarca. Falcinelli, F., & Gaggioli, C. (2016). The use of video in educational research and

York: HarperCollins. Marzano, M. (2015). Papà, mamma e gender. Torino: Utet. McIntosh, C.A. & Finkle, J.L. (1995). The Cairo Conference on Population and Development: A New Paradigm?, POPULATION AND DEVELOPMENT REVIEW , 21(2), 223-260. Meyrowitz, J. (1985). No Sense of Place. The Impact of the Electronic Media on Social Behavior . Oxford: Oxford University Press. Miriano, C. (2011). Sposati e sii sottomessa. Pratica estrema per donne senza paura. Firenze: Vallecchi. Miriano, C. (2016). Quando eravamo femmine. Lo straordinario potere delle donne. Venezia

: Carocci. Santoianni, F. (2004). La ricerca nelle scienze bioeducative. In E. Frauenfelder, F. Santoianni & M. Striano, Introduzione alle scienze bioeducative (33-70). Roma-Bari: Laterza. Santoianni, F. (2006). Educabilità cognitiva. Apprendere al singolare, insegnare al plurale. Roma: Carocci. Santoianni, F. (2007). Bioeducational Perspectives on Adaptive Learning Environments. In F. Santoianni, C. Sabatano (Eds.), Brain Development in Learning Environments. Embodied and Perceptual Advancements (83-96). Cambridge: Cambridge Scholars Publishing. Santoianni, F. (2010

-based architecture for haptic interaction. In Serious Games and Edutainment Applications (pp. 149-167. London: Springer. Birchfield, D. & Megowan-Romanowicz, C. (2009). Earth science learning in SMALLab: A design experiment for mixed reality. Computer-Supported Collaborative Learning, 4(4),403-421. Boletsis, C. & McCallum, S. (2013). The table mystery: An augmented reality collaborative game for Chemistry education. In (Eds.) M. Minhua, M. F. Oliveira, S. Petersen & J. Baalsrud Hauge. Proceedings of Serious Games Development and Applications: 4th International Conference

–317. doi: 0949-149X/91 De Grez, L. (2009). Optimizing the instructional environment to learn presentation skills. Dissertation: Universiteit Gent. DeLucenay, A. J., Conn, K. M., & Corigliano, A. (2017). An evaluation of the impact of immediate compared to delayed feedback on the development of counselling skills in pharmacy students. Pharmacy Education, 17 (1), 322-328. Dihoff, R. E., Brosvic, G. M., Epstein, M. L., & Cook, M. J. (2004). Provision of feedback during preparation for academic

on children’s and adolescents’ cognition. New Directions for Child & Adolescent Development , 139, 41-50. Bodill, K., & Roberts, L. D. (2013). Implicit theories of intelligence and academic locus of control as predictors of studying behaviour. Learning & Individual Differences , 27, 163-166. Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality , 37(4), 319. Cheng, M.-T., & Annetta, L. (2012). Students’ learning outcomes and learning