**Acknowledgements**

**•** Tracking the learner data during the execution of the training activities: the system could record each activity during the game session, and then the teacher will be able to access the

**•** Using an immediate feedback for the learning activity: the child has immediate confirmation of response correctness. Currently, the child has to perform exercises, but the feedback is given collectively only in certain time windows, which can potentially be far from the intellectual effort made by the child. This discrepancy can lead, in the worst cases, to the ineffectiveness of the correction. The digital technologies could easily prevent this problem, correcting immediately incorrect answers and giving positive feedback when the exercise

**•** Developing advanced reporting: the system will provide data analysis about results obtained from the exercises execution, which will be visible only to certain users (teachers, enabled parents, etc.). Teachers and parents will be able to see the pupil's learning evolution,

**•** Allowing the surprise and interactivity increase: the child will have a higher satisfaction degree in the use of interactive material, both from the point of view of internal game dynamics and from the recognition point of view (the system calls by name every single

A secondary effect of the use of INF@NZIA DIGI.tales model addresses the social identity formation process that is one of the most important developmental tasks for the child, and it is strictly linked to learning. According to this view, the building of knowledge emerges concurrently and is facilitated by the formation of a social identity, which is shared with the community, by means of carrying out common activities. INF@NZIA DIGI.tales allows to achieve both learning and social identity through 1) conceiving designing and creating Smart Learning & Teaching Environments, which can be integrated into the school curriculum cycle; 2) creating favourable conditions for learning, maturity and teaching, in accordance with the principles of continuity and the wholesome and harmonious youngest members of society growth; and 3) building areas for free expression and multisensory experience which permit symbolic play, the greater and more incisive participation of different people involved in education process. With regard to the child, the INF@NZIA DIGI.tales model addresses socialisation and cooperation with classmates during school hours: interaction with peers, friends and parents outside school hours, communication dynamics, using cultural stimuli,

The aim of this chapter was to illustrate the close connection between psychological/cognitive

processes and using and building new technologies especially in the education field.

with a final assessment that will contain tips, suggestions and observations.

personal control panel to check the raw tracking data collected from the platform.

78 E-Learning - Instructional Design, Organizational Strategy and Management

is well performed.

which may be rooted in the local area.

**7. Conclusions**

child).

The Block Magic project has been funded with support from the European Commission under Life Long Learning Programme Comenius.

The INF@NZIA DIGI.tales has been funded by the Italian Ministry for Education, University and Research under PON-Smart Cities for Social Inclusion Programme.

#### **Author details**

Orazio Miglino, Michela Ponticorvo\* and Luigia Simona Sica

\*Address all correspondence to: michela.ponticorvo@unina.it

Department of Humanistic Studies, University of Naples "Federico II"- Naples, Italy

#### **References**


[15] Bruner J. The act of discovery. Harvard Educational Review. 1962, 31, 21–32.

**Author details**

**References**

Springer, 2012.

Winston, 1974.

2010; 54(15), 2787–2805.

365. DOI: 10.1037/h0042650.

Orazio Miglino, Michela Ponticorvo\*

\*Address all correspondence to: michela.ponticorvo@unina.it

80 E-Learning - Instructional Design, Organizational Strategy and Management

and Luigia Simona Sica

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Department of Humanistic Studies, University of Naples "Federico II"- Naples, Italy

