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Algorithmic Heartbeats: Affective Education in the Age of the Fourth Revolution

By redazione on Ottobre 30, 2026

Edited by Francesco Peluso Cassese

PublisherREN Press – Cares srl
Year2026
SeriesREN Conference Book Series
ISBN979-12-82860-00-0
DOIhttps://doi.org/10.5281/zenodo.23211262
Pages455
LanguageEnglish
LicenceCC BY-NC-ND 4.0 – Open Access

Download PDF (free)View on Zenodo

About the volume

This volume collects 181 contributions presented at the 6th REN International Conference (Naples and Ischia, 4–6 September 2026). It explores how artificial intelligence is reshaping the relational and emotional dimensions of education: from the ontology of care and the simulation of empathy to social robotics and socio-emotional inclusion, generative AI and narratives of the self, emotionally aware hybrid learning environments, digital affective literacy and citizenship, teacher education between the “Frankenstein Complex” and the D-Generation, and kinesiology and sport between education and performance. Across theoretical essays, empirical studies and reviews, the contributions converge on a shared question: how to design an education in which technology amplifies, rather than replaces, the human capacity for relationship.

Keywords: affective education; artificial intelligence; digital affective literacy; teacher education; inclusion; social robotics; physical education

Contents

Each chapter has its own DOI and can be downloaded and cited individually.

Topic 1 – Ontology of Care and the Simulation of Empathy (13 chapters)
  1. Are we heading towards a disembodied education?
    Antonio Borgogni, Agnese Graticola, Dario Acquaroli, Silvia Sangalli · pp. 7–8 · DOI 10.5281/zenodo.23806989
  2. Simulating empathy: artificial Intelligence, ontology of care, and authenticity of the relational experience
    Chiara D’Alessio, Martina Errico · pp. 9–10 · DOI 10.5281/zenodo.23806993
  3. Adolescence in the Digital Age: Caring Between Simulated Empathy and Authentic Relationality
    Francesca De Vitis · pp. 11–12 · DOI 10.5281/zenodo.23806996
  4. Incarnate Care. The Importance of Touch
    Edoardo Ghezzani · pp. 13–14 · DOI 10.5281/zenodo.23807000
  5. Preclinical Use of AI for the Early Detection of Mental Health Issues in Adolescence: Toward a Hybrid Human–AI Support Model
    Maria Luisa Iavarone, Gaetano Monaco, Lorenzo Intermoia, Chiara Scuotto · pp. 15–17 · DOI 10.5281/zenodo.23807003
  6. What Kind of Educational Relationship Does a Large Language Model Construct? A Qualitative Analysis of Human Annotations in University Guidance Dialogues
    Luna Lembo, Stefania Morsanuto, Giuseppe Caggianese, Agnese Augello, Pietro Neroni, Luca Sabatucci, Davide Perrotta, Francesco Peluso Cassese · pp. 18–20 · DOI 10.5281/zenodo.23807005
  7. Beyond the maimed teacher: human-environment-technology triangulations for a new ontology of care and social productivity
    Salvatore Mancarella · pp. 21–22 · DOI 10.5281/zenodo.23807009
  8. The Algorithm Cannot Care, but It Can Support Care: Rethinking Affective Education in AI-Mediated Learning Environments
    Michele Martulli, Alberto Fornasari, Rosa Minerva · pp. 23–25 · DOI 10.5281/zenodo.23807013
  9. Between simulated empathy and embodied care: a comparative review of the affective, relation and pedagogical dimensions in ai-mediated education
    Immacolata Messuri, Matteo Conte, Ines Tedesco, Gaetano Monaco · pp. 26–27 · DOI 10.5281/zenodo.23807015
  10. Beyond the technosupercrip: neuro-body-divergence as a political space in the cripborg paradigm
    Marianna Piccioli, Angela Magnanini, Marco D’Onofrio, Chiara Pannone · pp. 28–30 · DOI 10.5281/zenodo.23807019
  11. Building peace in the digital age: towards an ontology of care and human relations
    Alessandra Priore, Federica De Marco, Domenico Licopoli · pp. 31–32 · DOI 10.5281/zenodo.23807021
  12. Loneliness, social support and psychological distress as correlates of emotional-relational engagement with conversational ai
    Eugenia Treglia, Margot Zanetti, Francesco Peluso Cassese · pp. 33–34 · DOI 10.5281/zenodo.23807025
  13. Beyond the Shadows of the Digital Cave. Educational Care and Self-Regulation in the Hyperconnected Adolescent
    Mariella Tripaldi · pp. 35–37 · DOI 10.5281/zenodo.23807035
Topic 2 – Social Robotics and Socio-Emotional Inclusion (9 chapters)
  1. Human-in-the-loop Artificial Intelligence for Socio-Emotional Learning in Autism: A Pedagogical Framework for Guided Interaction and Educational Responsibility
    Lucia Campitiello, Anna Rescigno, Monica Di Domenico, Stefano Di Tore · pp. 38–39 · DOI 10.5281/zenodo.23807037
  2. Discovering and interacting with artworks using virtual mediators
    Marco Caruso, Umberto Bilotti, Michele Domenico Todino · pp. 40–41 · DOI 10.5281/zenodo.23807043
  3. Social robotics for inclusive socio-emotional learning
    Simona Iannaccone, Clorinda Sorrentino, Angelina Vivona · pp. 42–43 · DOI 10.5281/zenodo.23807048
  4. Building Relational Bridges: Social robotics, neurodiversity, and new frontiers of inclusion, enhancing participation and emotional development among students with special educational needs
    Marco Moccia, Anna Barbato · pp. 44–46 · DOI 10.5281/zenodo.23807052
  5. Mirror neurons and artificial intelligence: educational pathways for socio-emotional inclusion in technology-mediated learning environments
    Paola Pavone Salafia, Federica Pilotti, Emiliano De Mutiis, Gianluca Amatori · pp. 47–48 · DOI 10.5281/zenodo.23807058
  6. Between algorithm and agency: designing inclusion with universal design for learning in the age of generative artificial intelligence
    Lia Daniela Sasanelli, Alfonso Filippone, Umberto Barbieri · pp. 49–50 · DOI 10.5281/zenodo.23807060
  7. Match analysis in team sports: a valuable educational tool for improving performance through feedback and effective communication
    Domenico Scognamiglio · pp. 51–53 · DOI 10.5281/zenodo.23807062
  8. E-tutoring and Flipped Inclusion in university Virtual Learning Environments: a protocol for soft skills and socio-emotional inclusion
    Silvia Tornusciolo, Aldo Caldarelli · pp. 54–55 · DOI 10.5281/zenodo.23807068
  9. Towards inclusive education mediated by social robotics: trainee educators’ perceptions of robotic systems analysis
    Valeria Vadalà, Arianna Ricciardi, Rosabel Martinez-Roig, Nadia Carlomagno · pp. 56–59 · DOI 10.5281/zenodo.23807070
Topic 3 – Generative AI and New Narratives of the Self (16 chapters)
  1. In the mirror: rewriting of the self. The interaction between autobiographical practice and generative artificial intelligence.
    Donatella Azzollini, Michele Baldassarre · pp. 60–62 · DOI 10.5281/zenodo.23807072
  2. Thinking of otherness in the era of ai. For a pedagogy of emotional intelligence in formal contexts
    Mirca Benetton, Pierluca Turnone, Grazia Romanazzi, Giada Prisco, Chiara Bellotti, Michela Baldini, Angela Arsena · pp. 63–64 · DOI 10.5281/zenodo.23807076
  3. Evolutionary processes in corporate governance: pedagogical research perspectives.
    Maria Carbone, Alessia Sozio, Tonia De Giuseppe · pp. 65–67 · DOI 10.5281/zenodo.23807079
  4. Making Teachers’ Professional Knowledge Observable
    Filomena Maria Rosalba Cecere, Patrizia Oliva · pp. 68–69 · DOI 10.5281/zenodo.23807084
  5. Generative ai in the construction of teacher professional identity: a scoping review
    Rossella D’Agostino, Ida Esposito, Emanuela Zappalà, ZahraSadat Mohajeri, Erika Marie Pace · pp. 70–73 · DOI 10.5281/zenodo.23807090
  6. From reflective journal to ai-mediated digital storytelling: fostering professional reflection in special education teacher training
    Elisabetta Lucia De Marco, Annalisa Castellitti · pp. 74–76 · DOI 10.5281/zenodo.23807096
  7. Arts, Generative Technologies, and Appreciative Inquiry for inclusive teacher education: an exploratory study on the transformation of disability representations
    Alessio Di Paolo, Flavia Capodanno, Naomi La Manna, Maurizio Sibilio · pp. 77–79 · DOI 10.5281/zenodo.23807101
  8. Algorithmic narratives and affective expression: a study on the impact of generative artificial intelligence on the emotional writing of students and future teachers
    Alfonso Filippone, Maria Ermelinda De Carlo · pp. 80–82 · DOI 10.5281/zenodo.23807103
  9. AI-Mediated Listening and the Pedagogical Reconfiguration of Dialogue
    Alberto Fornasari · pp. 83–84 · DOI 10.5281/zenodo.23807106
  10. From Creative Tool to Cognitive Prosthesis: Generative AI, Digital Storytelling, and Adolescent Development
    Rossella Marzullo, Davide Milasi · pp. 85–86 · DOI 10.5281/zenodo.23807108
  11. From experience to narrative: artificial intelligence and digital storytelling in the processes of awareness within education
    Paola Pela, Anna Borrasi, Chiara Gentilozzi · pp. 87–88 · DOI 10.5281/zenodo.23807110
  12. A.N.I.M.A.: An Experimental Pedagogical Model for Conscious Self-Narration in First-Cycle School
    Francesco Sarcina, Anna Cuzzi, Giulia Ranieri · pp. 89–90 · DOI 10.5281/zenodo.23807113
  13. AI and narratives of the self
    Alessandro Sola · pp. 91–92 · DOI 10.5281/zenodo.23807121
  14. Hybrid narratives: integrating artificial intelligence tools into the formative autobiography path for pre-service teachers
    Valeria Tamborra, Martina Dicorato · pp. 93–94 · DOI 10.5281/zenodo.23807129
  15. The pedagogical value of narration in the age of Artificial Intelligence
    Rosanna Tammaro, Concetta Ferrantino · pp. 95–96 · DOI 10.5281/zenodo.23807131
  16. Who narrates the self? Ai, educational mediation, and the transformation of relational practices
    Tamara Zappaterra, Donatella Fantozzi, Jacopo Venè · pp. 97–99 · DOI 10.5281/zenodo.23807133
Topic 4 – Hybrid and “Emotionally Aware” Learning Environments (43 chapters)
  1. Embodied Inclusion in Emotionally Aware Hybrid Learning Environments: A Case Study on Visual Impairment
    Addolorata Amadoro · pp. 100–101 · DOI 10.5281/zenodo.23807138
  2. From emotional data to pedagogical mediation: hybrid and emotionally aware learning environments in lower secondary schools
    Lucia Ariemma, Romano Generoso · pp. 102–104 · DOI 10.5281/zenodo.23807140
  3. Emotional Competence in Pre-Service Support Teacher Education: Towards Digital Affective Literacy
    Vincenza Barra, Antonio Giannone, Enza Manila Raimondo · pp. 105–106 · DOI 10.5281/zenodo.23807144
  4. Cognitive and Non-Cognitive Skills in Inclusive Schools: The Role of Hybrid Learning Environments
    Patrizia Belfiore, Giovanni Tafuri, Generoso Romano · pp. 107–108 · DOI 10.5281/zenodo.23807152
  5. Digital Influence in Education Context: Algorithmic Infrastructures and Informed Inferences in the Age of Hypermediality
    Angelo Cappello · pp. 109–111 · DOI 10.5281/zenodo.23807154
  6. Digital affective literacy and algorithmic mediation in the reconfiguration of educational relationships in higher education
    Antonella Coppi, Sabrina Lucilla Barone · pp. 112–113 · DOI 10.5281/zenodo.23807156
  7. Algorithmic heartbeats of care: museotherapy, educational poverty, and affective mediation in vulnerable childhood contexts
    Antonella Coppi, Debora Tringali · pp. 114–115 · DOI 10.5281/zenodo.23807158
  8. Artificial intelligence, emotional well-being, and difficult dialogues in school settings
    Angelamaria De Feo, Chiara Bellotti · pp. 116–117 · DOI 10.5281/zenodo.23807166
  9. The Artificial Intelligence Between Empathetic Scaffolding and Emotional Drifts
    Delio De Martino, Angelo Basta, Fabio Filosofi, Luca Bianchin · pp. 118–119 · DOI 10.5281/zenodo.23807168
  10. Emerging Technologies and Assessment Innovation in European Online Higher Education
    Maria Clara Dicataldo, Federica Picasso, Irene Scierri, Andrea Tinterri, Anna Dipace, Pierpaolo Limone · pp. 120–121 · DOI 10.5281/zenodo.23807170
  11. Digital Technologies in Early Childhood Education Services: Pedagogical Reflections on the Inclusion of Deaf Children
    Diana Carmela Di Gennaro, Umberto Veneruso · pp. 122–124 · DOI 10.5281/zenodo.23807175
  12. Hybrid and Emotionally Aware Learning Environments: an Experimental Study on Intelligent Educational Architectures
    Davide Di Palma · pp. 125–126 · DOI 10.5281/zenodo.23807179
  13. Risky Play in Learning Environments: A Comparative Study of Educators’ and Families’ Perceptions
    Elena Falaschi, Ezia Locantore, Maurizio Parente · pp. 127–128 · DOI 10.5281/zenodo.23807185
  14. Cultivating humanity in the age of AI: supervision as a space for emotional literacy
    Alice Femminini, Irene Stanzione · pp. 129–130 · DOI 10.5281/zenodo.23807187
  15. Emotionally Aware Multisensory Environments: The Snoezelen Room as a Hybrid Approach for Supporting Well-Being in Adults with Autism Spectrum Disorder
    Mariachiara Feresin, Eleonora Poles, Diletta Viezzoli, Esha Travascio, Luca Lissandron, Gabriele Brandolisio · pp. 131–132 · DOI 10.5281/zenodo.23807194
  16. Multisensory Synergies and Digital “Active Breaks”: Enhancing Executive Functions and Emotional Well-being
    Francesco Gallo, Annamaria Curatola · pp. 133–134 · DOI 10.5281/zenodo.23807200
  17. From Algorithmic Responsiveness to Educational Responsibility: The Possibilities and Limitations of Artificial Empathy in Addressing University Dropout
    Veronica Gardali, Nicolina Pastena · pp. 135–137 · DOI 10.5281/zenodo.23807202
  18. Mediating heritage in distributed educational environments. A framework for life soft skills assessment in n.o.t.e. project
    Sara Gemma, Marta Raffone, Alessandra Natalini · pp. 138–139 · DOI 10.5281/zenodo.23807204
  19. Educational and teaching constructs in the practice of judo: smart training with the new technologies
    Gianluca Gravino, Emma Saraiello · pp. 140–147 · DOI 10.5281/zenodo.23807208
  20. From Digital Interaction to Emotional Awareness: Artificial Intelligence, Non-Cognitive Skills and Cyberbullying
    Francesca Latino, Francesco Tafuri · pp. 148–149 · DOI 10.5281/zenodo.23807212
  21. AR Concept Map in Primary School: A Pilot Study with SMapp
    Clarissa Lella, Maria Sarno, Vasco D’Agnese, Anna Esposito, Franco Rubinacci, Raffaele Di Fuccio · pp. 150–152 · DOI 10.5281/zenodo.23807218
  22. Multilingualism and Multisensory Technologies: Towards Inclusive Digital Language Learning
    Fabrizio Liguori, Domenico Tafuri · pp. 153–155 · DOI 10.5281/zenodo.23807221
  23. Digital and Physical Learning Spaces for Student Athletes
    Mattia Caterina Maietta, Maria Giovanna Tafuri · pp. 156–157 · DOI 10.5281/zenodo.23807223
  24. Beyond self-report: evaluating authentic ai literacy in a continuing education context
    Marika Mascitti, Paola Rigoni, Chiara Panciroli, Anita Macauda · pp. 158–159 · DOI 10.5281/zenodo.23807225
  25. Embracing the enigma and learning through emotions. Digital escape rooms as narrative, multisensory, and challenge-based environments in primary school
    Francesco Milito, Alessandro Barca · pp. 160–161 · DOI 10.5281/zenodo.23807230
  26. Human-Centered Automl for Early Student Dropout Prediction in Higher Education
    Muhammad Amin Nadim, Emanuele Marsico, Usman Nawaz, Raffaele Di Fuccio · pp. 162–163 · DOI 10.5281/zenodo.23807233
  27. Advancing Learning Analytics through Quantum-Enhanced Machine Learning: A Framework for Dropout Prediction and Intervention
    Muhammad Amin Nadim, Emanuele Marsico · pp. 164–165 · DOI 10.5281/zenodo.23807238
  28. Design and Experimental Evaluation of an Emotion-Sensitive Hybrid Learning Ecosystem to Promote Psychological and Physical Well-Being in Primary Schools
    Fabiola Palmiero, Giovanni Tafuri · pp. 166–167 · DOI 10.5281/zenodo.23807244
  29. Designing hybrid and emotionally aware learning environments: the contribution of multisensory
    Daniela Pasqualetto, Alessandra Lo Piccolo · pp. 168–170 · DOI 10.5281/zenodo.23807250
  30. The Algorithmic Heartbeat: The Iep As An Affective Device In Ai-Enhanced Hybrid Learning Environments
    Sara Pellegrini, Filippo Gomez Paloma, Antonio Cuccaro, Riccardo Mancini, Riccardo Sebastiani · pp. 171–172 · DOI 10.5281/zenodo.23807256
  31. Outdoor education and artificial intelligence: an integrated pedagogical framework for personalized, situated, and sustainable learning
    Giorgia Peluso Cassese, Walter Savarese, Stefania Morsanuto · pp. 173–174 · DOI 10.5281/zenodo.23807258
  32. Human Mediation and Technical–Procedural Learning in the Age of AI: A Retrospective Study of a Peer-Led BLS Program in an Italian Lower-Secondary School
    Maria Vincenza Pistillo · pp. 175–176 · DOI 10.5281/zenodo.23807260
  33. Open Digital Spaces as Emotionally Aware Learning Environments: A Collaborative Experience in TFA Programs
    Angela Ruotolo · pp. 177–178 · DOI 10.5281/zenodo.23807264
  34. Visual impairment and empathy: the potential of assistive technologies
    Davide Saggese, Giovanni Petrillo, Diana Carmela Di Gennaro · pp. 179–181 · DOI 10.5281/zenodo.23807266
  35. Between Presence and Distance: New Perspectives for Students on Hybrid University Education
    Francesco Paolo Salemme, Francesco Girardi, Arturo Puoti · pp. 182–183 · DOI 10.5281/zenodo.23807270
  36. Immersive Learning Environments for Inclusion: A Pilot Study on the Perceptions of In-service Teachers
    Tommaso Santilli, Catia Giaconi, Noemi Del Bianco, Ilaria D'Angelo · pp. 184–187 · DOI 10.5281/zenodo.23807274
  37. Hybrid learning for inclusion and classroom well-being
    Emma Saraiello, Gianluca Gravino · pp. 188–189 · DOI 10.5281/zenodo.23807276
  38. The Algorithmic Heartbeat in Prompt Engineering: Educating for New Digital Literacies through the Prompt Battle.
    Fernando Sarracino, Lucia Ariemma, Jolanda Edda Squillaci · pp. 190–192 · DOI 10.5281/zenodo.23807280
  39. Hybrid and emotionally aware learning environments and digital affective literacy: a mixed-method study on well-being, engagement and inclusion in secondary schools
    Giovanna Scala, Maria Giovanna Tafuri · pp. 193–195 · DOI 10.5281/zenodo.23807284
  40. The Irreducible Dimension: Toward an Integration of Automated Tutoring and Mentoring in AI-Supported Education
    Sara Selmi, Guido Scarano, Lucia Martiniello · pp. 196–197 · DOI 10.5281/zenodo.23807289
  41. The Virtual Museum as an Inclusive Learning Environment: Teachers’ Perceptions of AI, Flipped Inclusion and Digital Wellbei ng
    Alessia Sozio, Maria Carbone, Tonia De Giuseppe · pp. 198–200 · DOI 10.5281/zenodo.23807293
  42. Digital spaces and augmentative and alternative communication (aac). Towards emotionally aware inclusive digital learning spaces.
    Domenico Tafuri, Lucia Valentino · pp. 201–204 · DOI 10.5281/zenodo.23807295
  43. Pedagogy and teaching in emergency contexts in the age Of artificial intelligence: towards a human-centred Framework for educational continuity, inclusion and Resilience
    Barbara Zarrillo, Walter Savarese, Giorgia Peluso Cassese · pp. 205–207 · DOI 10.5281/zenodo.23807297
Topic 5 – Digital Affective Literacy and Citizenship (32 chapters)
  1. Thinking Routines and new Italian Guidelines 2026.
    Antinea Ambretti · pp. 208–210 · DOI 10.5281/zenodo.23807305
  2. Inhabiting the Algorithmic Pulse: Affective Digital Literacy and Critical Citizenship in the Era of the Fourth Revolution
    Giovanna Amendola, Rolando Fiore, Fortunata Romano, Fabrizio Schiavo, Pio Alfredo Di Tore · pp. 211–212 · DOI 10.5281/zenodo.23807311
  3. Affective digital literacy and citizenship a quasi-experimental study in primary school
    Antonio Ascione, Ilenia Amati · pp. 213–214 · DOI 10.5281/zenodo.23807315
  4. Beyond the Digital Divide: AI as Linguistic and Affective Mediation Tool among Migrant Students
    Alba Caiazzo, Francesco Pio Dilillo · pp. 215–216 · DOI 10.5281/zenodo.23807319
  5. Socio-Emotional and Affective Education in the Age of AI
    Nadia Carlomagno, Arianna Ricciardi, Valeria Vadalà, Rosabel Roig-Vila · pp. 217–218 · DOI 10.5281/zenodo.23807323
  6. When Algorithms Learn to Speak: Debate as Affective Education in the Age of Artificial Intelligence
    Rosa Carnevale · pp. 219–221 · DOI 10.5281/zenodo.23807325
  7. Resisting the Algorithm: Affective Literacy as a Relational Compass
    Santina Carrozza, Paolo Siclari · pp. 222–223 · DOI 10.5281/zenodo.23807327
  8. The Role of Soccer eSports in Promoting Relational Awareness and Digital Responsibility
    Rosario Ceruso · pp. 224–225 · DOI 10.5281/zenodo.23807332
  9. Artificial Intelligence in Higher Education: Student Perceptions and the AI-mediated University Digital Citizenship Framework
    Emilio Crisol Moya, María Asunción Romero, Vanesa María Gámiz Sánchez · pp. 226–228 · DOI 10.5281/zenodo.23807334
  10. Families in motion. The role of culture and media in the recognition of plural family experiences. A preliminary data analysis
    Emilio Crisol Moya, Andrea Fiorucci · pp. 229–230 · DOI 10.5281/zenodo.23807336
  11. Teaching beyond the machine: a three-year model of affective education and teacher transformation
    Antonio Cuccaro, Filippo Gomez Paloma · pp. 231–235 · DOI 10.5281/zenodo.23807338
  12. Violence, algorithms, and school: A quasi-experimental investigation into the effectiveness of digital affective literacy in middle school
    Francesco Del Sorbo, Rosa Indellicato · pp. 236–237 · DOI 10.5281/zenodo.23807342
  13. Access to information and communication barriers in migrant integration processes: evidence from a qualitative study in Poland
    Francesco Pio Dilillo, Laura Sara Agrati · pp. 238–239 · DOI 10.5281/zenodo.23807346
  14. Affective Affordances in AI-Mediated Learning: A Scoping Review on Adolescent Motivation and Psychological Needs
    Francesco Facciorusso, Marilena Di Padova · pp. 240–241 · DOI 10.5281/zenodo.23807350
  15. Digital Affective Literacy and Digital Well Being Awareness in Teacher Training Contexts
    Ilaria Fiore, Laura Pia Schiavone · pp. 242–243 · DOI 10.5281/zenodo.23807354
  16. Teachers’ Cultural Positionings and Attitudes of Artificial Intelligence in Education: Evidence from an Italian Descriptive Study
    Andrea Fiorucci, Alessia Bevilacqua · pp. 244–246 · DOI 10.5281/zenodo.23807356
  17. AI and development of critical thinking and emotional awareness in primary school: the "Sensitive-Extended Reality" (SXR) Environments
    Emanuela Guarcello · pp. 247–248 · DOI 10.5281/zenodo.23807362
  18. Digital affective literacy and artificial intelligence in lower secondary school.
    Rita Carmela Fabiola Imperatrice, Giusi Antonia Toto · pp. 249–251 · DOI 10.5281/zenodo.23807364
  19. Impact of game digital intervention for physical health and quality of life in children as tool pharmacy: systematic review
    Teresa Iona, Miriam Galloro, Marianna Vaccaro, Vera Gramigna · pp. 252–254 · DOI 10.5281/zenodo.23807366
  20. Self-Regulated Learning and Prosocial Behavior: Implications for Digital Affective Literacy
    Marika Lamacchia, Marilena Di Padova · pp. 255–256 · DOI 10.5281/zenodo.23807370
  21. Telling otherwise: training youth worker for LGBTQIA+ storytelling in the Queer Media Education framework
    Salvatore Messina, Marika Mascitti · pp. 257–258 · DOI 10.5281/zenodo.23807378
  22. Beyond the digital divide: parents' use of artificial intelligence in contexts of social marginality
    Carmen Lucia Moccia, Cristina Promentino, Filomena Izzo, Ilaria Viola, Fausta Sabatano · pp. 259–261 · DOI 10.5281/zenodo.23807380
  23. Mentoring and strategic vision for inner areas: Experiential background for cascade teacher training
    Carmela Paladino · pp. 262–263 · DOI 10.5281/zenodo.23807384
  24. Judging, Reasoning, and Deliberation: Techno-Aesthetic Pathways for Responsible Encounters with Artificial Intelligence
    Francesca Pileggi · pp. 264–265 · DOI 10.5281/zenodo.23807386
  25. Beyond the Pitch and the Screen: Affective Self-Exclusion in Sport and Digital Life among Italian Pre-Adolescents
    Andrea Pisaniello, Alessandro Figus, Diana Spulber · pp. 266–267 · DOI 10.5281/zenodo.23807390
  26. Intersectional perspectives in designing empirical research. A questionnaire for exploring adolescent and youth language in the post-pandemic context
    Francesco Paolo Romeo, Luana Rodriquez, Sabrina Carbone · pp. 268–269 · DOI 10.5281/zenodo.23807392
  27. From Cognitive-Affective Vulnerabilities to Digital Agency: A Pedagogical Model to Address Algorithmic Manipulation
    Domenico Rubino, Anna Maria Mariani · pp. 270–272 · DOI 10.5281/zenodo.23807394
  28. From Pedagogical Mediation to Algorithmic Presence: Generative AI and the Transformation of the Educational Relationship
    Giuseppe Russo, Luigi Felaco · pp. 273–274 · DOI 10.5281/zenodo.23807398
  29. The invisible teacher: Algorithms, emotions, and the construction of the Self in digital cultures
    Maria Sammaro, Elena Zagari · pp. 275–276 · DOI 10.5281/zenodo.23807402
  30. Affective Education and the Pedagogy of Desire for Teacher Training in the Digital Affective Era
    Anna Daniela Savino · pp. 277–278 · DOI 10.5281/zenodo.23807404
  31. Educational Pathways Aimed at Developing Students’ Critical Thinking and Emotional Awareness in Relation to Algorithmic Manipulation and Social Media
    Nicola Tenerelli · pp. 279–280 · DOI 10.5281/zenodo.23807410
  32. Emotions under algorithms: SEL didactic pathways for Digital Affective Literacy and Algorithmic Citizenship
    Giuseppe Valentino · pp. 281–283 · DOI 10.5281/zenodo.23807412
Topic 6 – Teacher Education Between the “Frankenstein Complex” and the D-Generation (33 chapters)
  1. Beyond Technical Expertise: ARISE-AI as an Adaptive, Responsive and Socio-Educational Framework for Understanding Teachers’ Relationship with Artificial Intelligence
    Matteo Adamoli, Federica Emanuel, Marco Rondonotti, Michele Marangi, Paolo Raviolo · pp. 284–286 · DOI 10.5281/zenodo.23807415
  2. Opportunities and risks of AI in lesson planning: insights from pre-service teachers
    Laura Sara Agrati, Arianna Beri · pp. 287–288 · DOI 10.5281/zenodo.23807423
  3. Teaching in the Age of Artificial Intelligence: Between Paradigm Shift and the “Frankenstein Complex” in Educational Practices
    Antonella Bambacaro, Francesco Paraggio, Rosanna Tammaro · pp. 289–290 · DOI 10.5281/zenodo.23807426
  4. Rethinking homework between dialogic space and instructional design
    Barbara Bocchi · pp. 291–292 · DOI 10.5281/zenodo.23807428
  5. Inclusive co-design and AI devices: a new paradigm of pedagogical mediation for schools
    Aldo Caldarelli, Lucia Borsini · pp. 293–295 · DOI 10.5281/zenodo.23807432
  6. Artificial intelligence as a narrative mirror: inclusive storytelling practices in teacher education
    Rossana Campanale, Angela Ruotolo, Federica Pepe · pp. 296–297 · DOI 10.5281/zenodo.23807434
  7. Faculty Development for Proximity: Training Faculty and Tutors in Synchronous Digital Teaching at Pegaso University
    Maria Concetta Carruba, Elisabetta Lucia De Marco · pp. 298–299 · DOI 10.5281/zenodo.23807442
  8. Pre-service teachers' perceptions of Artificial Intelligence: an exploratory study on current uses and professional projections
    Martina Casillo, Ettore Melchionna · pp. 300–301 · DOI 10.5281/zenodo.23807444
  9. Investigating the digital competence of in-service teachers through the digcompedu framework
    Bianca De Vivo, Valeria De Padova, Anna Dipace, Andrea Tinterri · pp. 302–303 · DOI 10.5281/zenodo.23807446
  10. Digital cognitive capital and generative AI: RAG Socrate as a methodological environment for epistemic awareness
    Monica Di Domenico, Pio Alfredo Di Tore · pp. 304–306 · DOI 10.5281/zenodo.23807448
  11. Artificial Intelligence and school leadership in inclusive organisational processes.
    Michele Formica, Carmen Lucia Moccia, Flavia Capodanno, Ilaria Viola, Fausta Sabatano · pp. 307–310 · DOI 10.5281/zenodo.23807452
  12. AGI as a prompt in the inclusion process: a preliminary study on teachers' professional resources.
    Antonio Giannone, David Martínez-Maireles, Vincenza Barra, Marinella Muscarà · pp. 311–312 · DOI 10.5281/zenodo.23807456
  13. From the Workplace to the Classroom: A Mixed-Methods Approach to Measuring AI-Related Creativity. The AICREA Scale and a Qualitative Analysis of SME Managers
    Valentina Giordano, Giuseppe Carci, Andrea Laudadio, Irene Petruccelli, Flavia Bonaiuto, Alessia Gargano · pp. 313–314 · DOI 10.5281/zenodo.23807458
  14. Between Technical Efficiency and Affective Resistance: Evidence for an Ethical Integration of AI in Teacher Training
    Iolanda Sara Iannotta, Deborah Gragnaniello · pp. 315–316 · DOI 10.5281/zenodo.23807460
  15. Supporting IEP Selection in Italy: A Mathematical Decision-Support Model Based on Screening Data
    Erika Inderst, Luigi Iovino, Angelo Rega · pp. 317–318 · DOI 10.5281/zenodo.23807466
  16. Attitudes Toward Artificial Intelligence in Teacher Education: The Contribution of Cognitive and Emotional Variables
    Luna Lembo, Anna Maria Mariani, Francesco Peluso Cassese · pp. 319–320 · DOI 10.5281/zenodo.23807468
  17. AI in teaching for a digital humanism: ethical conditions, critical training of teachers and the primacy of the educational relationship
    Giuseppe Liverano · pp. 321–322 · DOI 10.5281/zenodo.23807472
  18. Designing with AI, Teaching the Body: A Pilot Study on Pre-Service Teacher Training for Embodied Emotional Literacy
    Dario Lombardi · pp. 323–324 · DOI 10.5281/zenodo.23807476
  19. From Frankenstein to IoToys: educating between control and autonomy in the age of datafication
    Silvestro Malara, Fabiana Milardi · pp. 325–326 · DOI 10.5281/zenodo.23807479
  20. Between Algorithm and Relationship: The Perceptions of Future Support Teachers on Artificial Intelligence
    Ettore Melchionna, Martina Casillo · pp. 327–328 · DOI 10.5281/zenodo.23807487
  21. Artificial Intelligence as a mediation device: towards an epistemological redefinition of active teaching through the 5E Model
    Immacolata Messuri, Matteo Conte, Ines Tedesco · pp. 329–330 · DOI 10.5281/zenodo.23807489
  22. Human Agency First: Educators as Co-Designers of Educational AI Tools
    Bogdan Novakovic, Giovanna Di Rosario, Paolo Maria Ferri · pp. 331–333 · DOI 10.5281/zenodo.23807491
  23. University Professors' Favorable Disposition Toward AI-Based Diagnostic Assessment
    Antonella Nuzzaci · pp. 334–340 · DOI 10.5281/zenodo.23807495
  24. AI and Gamification for Inclusive and Engaging Learning: A Preliminary Scoping Review
    Francesco Palma, Valeria De Padova, Gianluca Amatori · pp. 341–342 · DOI 10.5281/zenodo.23807497
  25. Media education, digital literacy, and teacher education: pedagogical perspectives on the critical construction of meaning in digital contexts
    Letizia Pistone, Laura Andolina, Alessandra Lo Piccolo · pp. 343–344 · DOI 10.5281/zenodo.23807501
  26. Teaching in the age of AI: Mapping pre-service special education teachers’ orientations between resistance and fascination
    Enza Manila Raimondo, Concettina Caparello, Marinella Muscarà · pp. 345–346 · DOI 10.5281/zenodo.23807503
  27. A Teacher Training Model for the Age of AI. Integrating Critical Use and Relational Competences
    Alberto Righi, Arianna Taddei · pp. 347–348 · DOI 10.5281/zenodo.23807505
  28. Innovative language teacher education approaches integrating ai-assisted models
    Teresa Savoia, Oleksandra Zagorulko · pp. 349–350 · DOI 10.5281/zenodo.23807509
  29. The Coordinating Tutor as an Emotional Compass: Reflective Mentorship to Overcome the ‘Frankenstein Complex’ in Teacher Training Programmes.
    Silvia Scipilliti, Alfredo Leotta, Simona Morlino · pp. 351–353 · DOI 10.5281/zenodo.23807511
  30. Can care be simulated? teachers’ judgments of educational messages in the age of generative AI
    Riccardo Sebastiani, Riccardo Mancini, Sara Pellegrini · pp. 354–355 · DOI 10.5281/zenodo.23807517
  31. Teacher education, Artificial Intelligence, educational complexity: empirical evidence and pedagogical perspectives
    Maria Tiso, Iolanda Sara Iannotta · pp. 356–357 · DOI 10.5281/zenodo.23807523
  32. Between Inclusion and Innovation: Pre-Service Special Education Teachers' Pedagogical Attitudes and Professional Co-Agency with Generative AI
    Mariagrazia Verbicaro, Patrizia Oliva · pp. 358–360 · DOI 10.5281/zenodo.23807528
  33. Orchestrating Hybrid Environments: A STIAEM Pilot Study on Teacher Identity and Algorithmic Ethics
    Viviana Vinci, Pierangelo Berardi · pp. 361–363 · DOI 10.5281/zenodo.23807530
Topic 7 – Kinesiology and sport between education and performance in European area (35 chapters)
  1. The educational value of competitive dancesport in adolescent athletes: perceived well-being, sports values and parental support
    Sara Aliberti · pp. 364–365 · DOI 10.5281/zenodo.23807532
  2. Toward an Integrated Paradigm in Motor Learning and Kinesiology
    Gaetano Altavilla · pp. 366–367 · DOI 10.5281/zenodo.23807538
  3. Physical fitness and related factors in adolescents
    Matteo Bibba, Domenico Monacis · pp. 368–369 · DOI 10.5281/zenodo.23807543
  4. Bodily self, exercise and ai in pediatric immune diseases: therapy or education as well?
    Stefania Cataldi, Alessandro Petrelli, Francesco Fischetti · pp. 370–371 · DOI 10.5281/zenodo.23807545
  5. The Algorithmic Body in Contemporary Kinesiology: Biomechanical Feedback and Artificial Intelligence in Motor Learning
    Pompilio Cusano · pp. 372–373 · DOI 10.5281/zenodo.23807549
  6. Digital Affective Literacy in Physical Education: A Comprehensive Review and an Exploratory Survey on Teachers’ Perceptions of AI and Digital Technologies
    Francesca D’Elia · pp. 374–375 · DOI 10.5281/zenodo.23807553
  7. Embodied volleyball-based learning for mathematical-spatial reasoning in primary school
    Francesco Del Sorbo · pp. 376–378 · DOI 10.5281/zenodo.23807562
  8. Effects of hiit, liss, and pha on body composition: the role of standardized measurements and subjective perceptions in health promotion
    Felice Di Domenico, Filomena Mazzeo · pp. 379–380 · DOI 10.5281/zenodo.23807566
  9. Relationship Between Take-Off Velocity and Neuromuscular Parameters During the Countermovement Jump
    Giuseppe Di Lascio, Vincenzo Manzi · pp. 381–382 · DOI 10.5281/zenodo.23807568
  10. The ABMOVE! Active Breaks Program: Effects on School and Mathematics Anxiety in a Multisite Cluster RCT
    Valeria Di Martino, Clarissa Sorrentino, Rosa Bellacicco · pp. 383–385 · DOI 10.5281/zenodo.23807570
  11. Visual Search Behavior and Visual Occlusion in Open-Skill Sports: Ecological Dynamics Implications for Performance and Motor Learning
    Giovanni Esposito · pp. 386–387 · DOI 10.5281/zenodo.23807572
  12. University Sport Facilities as a Tool for Student Well-being and Social Integration
    Lavinia Falese · pp. 388–390 · DOI 10.5281/zenodo.23807576
  13. When the digital self becomes embodied: neurosensory interaction between body and AI
    Francesco Fischetti, Davide Masi, Stefania Cataldi · pp. 391–392 · DOI 10.5281/zenodo.23807584
  14. School-Based Coordinative Motor Intervention and Gross Motor Skill Development in Primary School Children: The Mediating Role of Physical Activity Enjoyment
    Pasqualina Forte, Elisa Pugliese, Carmela Matrisciano, Fabio Carlevaro, Francesca Magno, Daniele Magistro, Cristiana D’Anna · pp. 393–394 · DOI 10.5281/zenodo.23807587
  15. Yoga as an Integration to the Preparation of Mixed Martial Arts Athletes: Postural Control, Breathing Pattern, and Flow
    Giuseppe Giardullo · pp. 395–396 · DOI 10.5281/zenodo.23807590
  16. How Artificial Intelligence Supports Physical Activity: An Exploratory Functional Taxonomy
    Mariasole Antonietta Guerriero, Angelo Basta, Fiorenzo Moscatelli, Francesco Paolo Colecchia · pp. 397–398 · DOI 10.5281/zenodo.23807597
  17. The spectrum of teaching styles in school physical education: a scoping review of experimental studies.
    Sara Ladiana, Matteo Bibba, Dario Colella · pp. 399–400 · DOI 10.5281/zenodo.23807599
  18. Empowering Women in Boxing: Overcoming Challenges and Inspiring the Next Generation
    Francesca Martusciello, Andrea Perazzetti, Arben Kacurri, Matteo Schiavone, Antonio Tessitore · pp. 401–403 · DOI 10.5281/zenodo.23807604
  19. To Win or to Educate? AI and the Ethical Tension between Performance and Process
    Claudia Maulini, Michela Cardillo Stagno, Antonio Cuccaro · pp. 404–405 · DOI 10.5281/zenodo.23807606
  20. Wearable technologies to promote student well-being and experiential learning: insights from the proben II project
    Giampiero Merati, Luca Cavaggioni, Damiano Formenti, Paolo Castiglioni, Raffaele Scurati, Paola Zavagnin, Camilla Callegari, Eugenia Trotti · pp. 406–407 · DOI 10.5281/zenodo.23807608
  21. The contribution of microteaching to physical education teacher training: methodological implications
    Domenico Monacis, Sara Ladiana, Dario Colella · pp. 408–409 · DOI 10.5281/zenodo.23807612
  22. The Draw-a-Person Test for Assessing Body Representation following Adapted Physical Activity in persons with mental and neurocognitive disorders
    Alessandra Nart, Vincenzo Biancalana, Jammin Adebiyi, Stefano Scarpa · pp. 410–411 · DOI 10.5281/zenodo.23807614
  23. Active and Inactive Adolescents: Differences in Perceived Quality of Life and Psychophysical Well-Being
    Lucia Pallonetto, Matteo Abate, Maria Virginia Marchesano, Valeria Minghelli · pp. 412–414 · DOI 10.5281/zenodo.23807618
  24. Nonlinear Pedagogy in Physical Education Teaching: Promoting Executive Functions Development
    Elisa Pugliese, Pasqualina Forte, Carmela Matrisciano, Fabio Carlevaro, Daniele Magistro, Cristiana D’Anna · pp. 415–416 · DOI 10.5281/zenodo.23807624
  25. SUSTAINability in Play: Physical Exercise, Health and Inclusion for Sustainability in Sport
    Gaetano Raiola · pp. 417–418 · DOI 10.5281/zenodo.23807630
  26. The Teaching in Motion Framework: Correlations Between Movement Quantity and Teaching Effectiveness
    Marta Rigon, Piera Molinelli, Ylenia Invernizzi, Pietro Luigi Invernizzi · pp. 419–420 · DOI 10.5281/zenodo.23807632
  27. Inline Skating as a physical education intervention in Primary Schools
    Gian Marco Rosato, Marcus Pingitore, Francesca Greco, Alessandra Straniero, Lorena Montesano, Antonella Valenti · pp. 421–423 · DOI 10.5281/zenodo.23807634
  28. Beyond Pharmacological Enhancement: Digital Technologies and Motor Didactics as Ethical Vectors for Doping Prevention
    Yuri Russo, Mario Ruggero, Stefania Santamaria, Carmelo Francesco Meduri, Pietro Montesano, Filomena Mazzeo · pp. 424–425 · DOI 10.5281/zenodo.23807639
  29. Empowering Physical Education Teachers: AI-Driven Personalized Learning in Schools
    Silvia Sangalli, Alessandro Cudicio, Giacomo Smorgoni, Nicola Lovecchio, Antonio Borgogni · pp. 426–427 · DOI 10.5281/zenodo.23807642
  30. Does Sports Competence Affect Physical Activity Enjoyment During Preadolescence?
    Stefano Scarpa, Alessandra Nart, Vincenzo Biancalana · pp. 428–428 · DOI 10.5281/zenodo.23807646
  31. The Teaching in Motion Framework: A Qualitative and Quantitative Analysis of the Pragmatic Profiles of Physical Education Teachers
    Gabriele Signorini, Marta Rigon, Piera Molinelli, Ylenia Invernizzi · pp. 429–430 · DOI 10.5281/zenodo.23807650
  32. Sport Participation and School Anxiety: The Role of Different Sports Disciplines in a Multiple Regression Model
    Clarissa Sorrentino, Valeria Di Martino · pp. 431–434 · DOI 10.5281/zenodo.23807659
  33. Conditioned Half-Pitch 11vs11 Games as Learning Environments for Integrated Technical, Tactical, and Physical Development in U15 Football Players: A Pilot Study
    Manuele Taleb · pp. 435–436 · DOI 10.5281/zenodo.23807661
  34. Passive drag in paralympic swimmers: new insights
    Massimiliano Tosin, Luca Cavaggioni, Damiano Formenti, Gabriele Signorini, Pietro Luigi Invernizzi, Paolo Castiglioni, Giampiero Merati, Raffaele Scurati · pp. 437–439 · DOI 10.5281/zenodo.23807663
  35. Effects of biological maturation on match running performance in young soccer players: a preliminary study
    Nicola Trotta, Luigi Armiento, Yulingga Nanda Hanief, Italo Sannicandro · pp. 440–441 · DOI 10.5281/zenodo.23807667

Editorial process

The REN Conference Book Series publishes contributions associated with the REN International Conference. All contributions undergo a double-blind peer-review process overseen by the REN Conference Scientific Committee and external reviewers with recognised expertise in the relevant fields. Volumes are published in open access under a Creative Commons licence and deposited on Zenodo for long-term preservation.

How to cite

Peluso Cassese, F. (Ed.). (2026). Algorithmic Heartbeats: Affective Education in the Age of the Fourth Revolution. REN Press – Cares srl. https://doi.org/10.5281/zenodo.23211262

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