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Valentina Pennazioa and Andrea Traversob

. Cacciamani, S. (2008). Imparare cooperando. Dal cooperative learning alle comunità di ricerca. Roma : Carocci. Catarsi, E. & Fortunati, A. (2004). Educare al nido. Metodi di lavoro nei servizi per l’infanzia. Roma: Carocci. Chioccariello, A. (2000). Il computer nella scuola dell’infanzia. Modelli concettuali di riferimento e meccanismi di sostegno per i docenti. TD - Journal, Vol. 20, n. 2, pp. 36-43. De Blasio & E. Sorice, , M. (2004). Cantastorie mediali. Roma: Audino. De RossiM. & Petrucco, C. (2013). Le

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Djelveh Sara and Contò Francesco

-26. Cantner, U., Meder, A. & Wolf, T. (2011). Success and failure of firm's innovation co-operations: The role of intermediaries and reciprocities. Regional Science, 90, 2, 313-329. Colvin J., Blackmore C., Chimbuya S., Collins K., Dent M., Goss J., Ison R., Roggero P. & Seddaiu G. (2014). In search of systemic innovation for sustainable development: A design praxis emerging from a decade of social learning inquiry. Research Policy 43 (2014) 760-771 Contò, F., Faccilongo, N., La Sala, P., Dicecca, R. 2013. Cloud approach for short chain

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Alessandro Ciasullo

improved in a virtual learning environment. AdvPhysiolEduc, 23(1), 59-66. Goldin, G. A., Epstein, Y. E., Schorr, R. Y., & Warner, L. B. (2011). Beliefs and engagement structures: behind the affective dimension of mathematical learning. ZDM Mathematics Education, 43, 547-560. Hektner, J. M., &Asakawa, K. (2001). Learning to like challenges. In M. Csikszentmihalyi, & B. Schneider (Eds.), Becoming adult (pp. 95-112). New York, NY: Basic Books. Hew, K. F., & Cheung, W. S. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher

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Edoardo Datteri and Luisa Zecca

://doi.org/10.1016/j.robot.2015.10.008 Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers and Education , 58(3), 978–988. http://doi.org/10.1016/j.compedu.2011.10.006 Braitenberg, V. (1986). Vehicles. Experiments in Synthetic Psychology. Cambridge, MA: The MIT Press. Church, W., Ford, T., Perova, N., & Rogers, C. (2010). Physics With Robotics-Using LEGO MINDSTORMS In High School Education. Educational Robotics and Beyond , 47–49. Retrieved from http://www.aaai.org/ocs/index.php/SSS/SSS10

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Valentina Toci

References Adamo-Villani, N., Cui, J., & Popescu, V. (2014). Scripted Animation Towards Scalable Content Creation for eLearning-A Quality Analysis. In E-Learning, E-Education, and Online Training (pp. 1-9). Springer International Publishing. Ainsworth, S., &Van Labeke, N. (2004). Multiple forms of dynamic representation. Learning and instruction, 14(3), 241-255. http://dx.doi.org/10.1016/j.learninstruc.2004.06.002 Ausubel, D. P. (2004). Educazione e processi cognitivi. Guida psicologica per gli insegnanti (Vol

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Giuseppina Rita Mangione, Luca Andrea Ludovico, Pio Alfredo Di Tore, Stefano Di Tore and Felice Corona

and peripheral vision. Investigative Ophthalmology & Visual Science , 43 (4), 1270-1276. Cogo-Moreira, H., de Avila, C. R. B., Ploubidis, G. B. & de Jesus Mari, J. (2013). Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial. PloS one , 8 (3), e59984. Cornoldi, C., Colpo, G. & Gruppo, M. (2011). Prove di lettura MT-2 per la Scuola Primaria. Giunti OS. Cottini, L. (2008). Per una didattica speciale di qualità: dalla

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Giovanni Bonaiuti

use of Facebook and its implications for lifelong learning. British Journal of Educational Technology, 43(5), 754-769. doi:10.1111/j.1467-8535.2012.01356.x Salem, J., & Fehrmann, P. (2013). Bibliographic Management Software : A Focus Group Study of the Preferences and Practices of Undergraduate Students Bibliographic Management Software : A Focus Group Study of the Preferences and Practices of Undergraduate Students. Public Services Quarterly, 9(October), 110-120. http://doi.org/10.1080/15228959.2013.785878 Steinfield, C., Ellison, N. B., & Lampe, C