14. Communities, Families and Schooling in Educational Research
Paper
Digitalization and its Impact on Family-school Partnerships and Parental Involvement
Limin Gu
Umeå University, Sweden
Presenting Author: Gu, Limin
Research acknowledges the positive outcomes of family-school partnership (FSP) and parental involvement in education, both in Sweden and internationally (Cottle & Alexander, 2014; Harju et al., 2013; Markström & Simonsson, 2017). However, the practice and process to achieve these positive outcomes are described as complex and sometime resistant by practitioners (Albaiz & Ernest, 2020; Eriksson, 2009; Hedlin, 2017). Potentials and obstacles for parental involvement are identified in line with changes in society, not least when Swedish society has become more multicultural and multilingual in various contexts (Bouakaz, 2007; Tallberg-Broman, 2009; Vuorinen & Gu, 2023), and the digitalization in the Swedish school (Gu, 2017, 2018). On the one hand, digital technologies provide the potentials for increased opportunities for communication and access to educational resources and cultural values. The term parental e-nvolvement is introduced to address parental involvement that is strengthened by technology (Şad et al., 2016). On the other hand, because parents are not a homogeneous group, their access to Web-based information and communication, and their ability to exploit resources online are affected by their socioeconomic and linguistic conditions, which can be a challenge for FSP.
Recent research has found that the digitalization of society has brought about a growing gap, a new form of differentiation, gradually separating those who can derive many benefits from the new information society and those who cannot. The concept of digital exclusion has been used to refer to the situation where people cannot participate in society duo to lack of access or ability to use digital technologies (Internet Foundation in Sweden, 2020; Park & Humphry, 2019). Digital exclusion and social exclusion are intrinsically intertwined that put disadvantaged families at higher risk for exclusion. Much of the discourse is around how existing social exclusion such as income, education, region, gender, age, and ethnics, is reinforced by digital exclusion. In the field of FSP, parents’ socioeconomic condition, their education and literacy level, and language are closely associated with material and information access, digital skills and usage diversity (Helsper, & Reisdorf, 2017; Van Deursen and van Dijk, 2015) that affect their possibilities to be involved in education. Earlier literature on digital divide focused mainly on the haves and have-nots of digital technology, e.g., the difference in rates of access to computers and the Internet (Sciades, 2002). More recently, attention has shifted to the multiple dimensions that create inequalities in the uses and benefits of technology (Park, & Humphry, 2019). Furthermore, the power relation between family and school is still uneven (Kingston, 2021). How digitalization plays a role in this power relationship is still unexplored.
This presentation thus aims to gain more knowledge about whether and in what way digitalization in schools may affect FSP and parental involvement in school. In particular, it will focus on challenges that may arise when digital media are introduced to the relations that have traditionally been characterized more as face-to-face encounters, such as the parent-teacher meetings. Whether digitalization in school serves as a tool of increased inclusion or the opposite in terms of parents’ interaction with school will be discussed. Bourdieu's concept of social field and different forms of capital will be applied as an overall theoretical framework (Bourdieu, 1986). Education as a social field where power dynamics play out between different actors within the field, and how such power dynamics may be affected by the introduction of digital technologies.
Methodology, Methods, Research Instruments or Sources UsedIn order to gain an insight into the area of FSP in relation to digitization in the Swedish school, this study will be based on a combination of policy analysis and a research review on selected studies made in the Swedish context. Policy analysis focuses on analyzing and discussing how the discourses on FSP and parental involvement has been constructed in Swedish education policy. The policy documents to be selected will be obtained from four main public sources: the national curricula for compulsory education, Education Act, Swedish Government Official Reports (SOU), and the Publications Series of the Ministry of Education. The curriculum and Education Act are a governing document for school’s work, which contains descriptions of goals, missions and rules that the school must follow. SOU often has a predetermined effect on the political decisions that are actually taken (Pettersson, 2013). The Ministry of Education has been responsible for the government’s education and research policy that is usually based on investigations presented in SOU. The purpose of research review is to gain an overview and understanding of the practice of FSP in relation to digitalization in schools.
The analysis model suggested by Wong et al. (2010, p. 44) will be relevant for identifying critical factors regarding digital inclusion/exclusion, which could be adapted and applied to analyze how the various variables such as digital skills, affordability, accessibility, usage, and social-cultural factors etc., and the interaction of these variables can be operationalized into relevant indicators for digital literacy necessary for technology use by the parents that influence the practice and outcomes of FSP.
Conclusions, Expected Outcomes or FindingsSchools use various digital tools to inform and communicate with parents to create the relationship with parents (e.g. Gu, 2017, 2018). The main results of this study are expected to prove the transformations of FSP brought about by digitalization. Digital technologies also pose certain benifits and challenges for partnership when it comes to the issue of digital inclusion or exclusion of immigrants and socio-economically disadvantaged families.
ReferencesBouakaz, L. (2007). Parental involvement in school – What hinders and what Promotes parental involvement in an urban school. [Doctoral dissertation], Malmö Högskola, Lärarutbildningen.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook for the theory and research for the sociology of education (pp. 241-258). New York: Greenwood Press.
Eriksson, L. (2009). Lärares kontakter och samverkan med föräldrar. Rapporter i Pedagogik,
14. Örebro universitet.
Gu, L. (2017). Using school websites for home - School communication and parental
involvement? Nordic Journal of Studies in Educational Policy, 3(2), 133–143.
Gu, L. (2018). Integrating Web-based Learning Management System in Home-school Communication. EDULEARN18 Proceedings, pp. 4255-4264.
Hedlin, M. (2017). ‘They only see their own child’: an interview study of preschool teachers’
perceptions about parents. Early Child Development and Care, 189(11), 1776-1785.
Helsper, E.J. & Reisdorf, B.C. (2017). The emergence of a “digital underclass” I Great Britain and Sweden: Challenging reasons for digital exclusion. New Media & Society. 19(8), 1253-1270.
Kingston, S. (2021). Parent involvement in education? A Foucauldian discourse analysis of
school newsletters. Power and Education, 13(2), 58-72.
Markström, A. M., & Simonsson, M. (2017). Introduction to preschool: Strategies for managing the gap between home and preschool. Nordic Journal of Studies in Educational Policy, 3(2), 179–188.
Park, S. & Humphry, J. (2019). Exclusion by design: intersection of social, digital and data exclusion. Information, Communication & Society. 22(7), 934-953.
Pettersson, O. (2013). Swedish politicians have had a worse decision making. Response, 5, 11–12.
Sciades, G. (2002). Unveiling the digital divide. Connectedness Series (Online). No. 7.
Şad, S. N., Konca, A. S., Özer, N., & Acar, F. (2016). Parental e-nvolvement: A phenomenological research on electronic parental involvement. International Journal of Pedagogies and Learning, 11(2), 163–186.
Tallberg-Broman, I. (2009). No parents left behind: Parental participation for inclusion and efficiency. Educare 2-3, 221-249. Malmö University.
Van Deursen, A., & van Dijk, J. (2015). Toward a multifaceted model of internet access for
Understanding digital divides: An empirical investigation. The Information Society, 31(5), 379-391.
Vuorinen, T. & Gu, L. (2023). Swedish preschool students’ views on family-(pre)school partnerships. International Journal about parents in Education, 13.
Wong, Y.C., Law, C.K., Fung, J.Y.C, & Lee, V.W.P. (2010). Digital divide and social inclusion: policy challenge for social development in Hong Kong and South Korea. Journal of Asian Public policy, 3(1), 37-52.
14. Communities, Families and Schooling in Educational Research
Paper
Digital and Inclusive Teaching and Learning: Developing Interdisciplinary Standards and a Reflective Tool for Teachers
Franco Rau1, Britta Baumert2, Martina Döhrmann1, Eileen Küthe3, Gerrit Loth1, Melanie Schaller4
1University of Vechta, Germany; 2Goethe University Frankfurt; 3Elementary School Damme; 4Bielefeld University
Presenting Author: Rau, Franco;
Baumert, Britta
In the current discourse on school and educational development, inclusion and digitalization emerge as two focal topics. However, it can be observed that both topics have separate and largely independent discourses (Hartung et al., 2021). Educational policy guidelines for inclusion (eg. KMK & HRK, 2015, EU 2019) and for digital education (e.g. KMK 2021, EU 2023) each articulate demanding objectives for educational practice, which challenge educators as cross-cutting tasks. These requirements, particularly pertinent to teachers, are evident in both the domain of inclusive education (Forlin et al., 2008; Forlin & Chambers, 2011) and in the realm of digital (media) education (DeCoito & Richardson, 2018; Waffner, 2020). At the same time, there is a lack of scientifically grounded structuring aids to navigate the complex transformation processes and to address both focal topics adequately in the design of teaching. An initial approach to integrating both dimensions exists with the concept of inclusive media education (Zorn et al., 2019). However, this approach lacks an explicit focus on classroom teaching. Moreover, the need for interdisciplinary collaboration and transdisciplinary research is emphasized and explicitly advocated by Bosse et al. (2019) in order to make a substantial contribution to inclusive teaching in the context of digital transformation processes.
At the University of Vechta, the interdisciplinary research group BRIDGES works on integrating digital and inclusive education. This proposal, grounded in the work of BRIDGES, seeks to present a comprehensive framework merging these dimensions in educational research and practice. The core of our research revolves around the development and implementation of 14 quality criteria for inclusive teaching. These criteria, an outcome of rigorous interdisciplinary collaboration, serve as a foundational element for structuring inclusive education in the digital era (Baumert et al. 2022). Our research investigates how digital tools and pedagogical strategies can be synergized to enhance inclusion in educational settings. The primary research question guiding our inquiry for this presentation is: How can digital media be utilized in teacher education and classroom environments to create and support inclusive learning experiences?
Seeking to connect theoretical principles with practical implementation, this presentation outlines the process of developing and applying quality criteria in specific educational settings. It centers on two subject-didactic projects – one in the field of mathematics education and the other in religious education. These projects serve as practical illustrations of applying the established criteria to create digital-enhanced learning environments, thereby promoting inclusive teaching and learning methodologies. Additionally, the presentation introduces a concept and an initial prototype of a digital reflection tool for teacher training. Informed by our research findings, this tool is designed to foster a culture of reflection among educators, enabling them to effectively navigate the complex interplay between digital and inclusive teaching strategies. This is essential for addressing the varied needs of students in an increasingly digitalized educational landscape.
This research not only underscores the convergence of digitalization and inclusive education but also contemplates the wider implications of these trends for the future of education. By integrating theoretical frameworks, empirical findings, and practical applications, the University of Vechta's work strives to make a meaningful contribution to the evolving field of digital and inclusive education.
Methodology, Methods, Research Instruments or Sources UsedThe methodology of the BRIDGES project at the University of Vechta is exploratory and interdisciplinary, focusing on integrating digitalization within inclusive educational contexts. Our approach includes:
(1) Development of Quality Features of Inclusive Education. The paper traces the initial redefinition of quality features of inclusive teaching of the Research Group "Inclusion" during the first phase of the BRIDGES project (Baumert et al., 2018). This phase involved an interdisciplinary discourse among educators and researchers from various fields to identify and define 14 quality features for successful inclusive education. These features, developed based on concepts by Meyer (2014) and Helmke (2015), encompassed aspects like classroom management, effective learning time, and individual support, among others.
(2) Enhancing Quality Features for Inclusive Teaching in a Digitally Shaped World: In the second phase, the focus shifted to revising and refining these quality features in the context of digitalization with the research group "Digitalization in Inclusive Settings” (Baumert et al. 2022). This phase involved discussions on the role of digital media in education, considering perspectives from Inclusive Education, Media Pedagogy, and various subject didactics. The group explored three core aspects of digital media in teaching: learning with, about, and through digital media (Ruge 2014). This phase aimed to adapt and reorient the established criteria to fit the evolving digital landscape.
(3) Subject-Specific Case Studies: In addition to the overarching framework, specific doctoral projects examined the integration of digital media in inclusive education within various subjects, guided by the developed quality features. Two exemplary projects, covering areas like religious education and mathematics, employed a Design-Based Research approach (Peters & Roviró, 2017) and focused on creating tailored digital learning environments. They emphasized individualized support and adapting the learning environment to meet diverse needs.
(4) Designing the Transfer to Educational Practice: The paper culminates by envisioning the prospects of a digital reflection tool for educators inspired by the established quality criteria. Therefore, we offer insights in the current design-process on conceptual level.
Conclusions, Expected Outcomes or FindingsOur project's outcomes include the practical application of quality criteria for inclusive teaching and the development of the Digital-Inclusive Reflection App (DIRA):
(1) Application of the Quality Criteria and Development of Case Studies: Within the scope of our project at the University of Vechta, quality criteria for inclusive teaching were initially developed (Baumert et al., 2018), based on an interdisciplinary definition of inclusion. These criteria served as the starting point for different case studies in schools. These exemplary projects demonstrate how the developed quality criteria serve as guidelines for designing digital and inclusive learning environments.
(2) Transfer of Results into Educational Practice: The second focus of our research is on making these results usable for educational practice. For this purpose, we currently work on the development of a "Digital-Inclusive Reflection App" (DIRA). This tool, based on the previously elaborated quality criteria and insights, is intended to assist teachers in reflecting on and implementing digital-inclusive teaching strategies.
DIRA's primary objective is twofold:
(a) Reflective Engagement: It encourages educators to engage in critical self-assessment of their digital-inclusive teaching strategies. This reflective process is rooted in the quality criteria described before. By posing targeted reflection questions, DIRA fosters a culture of introspection and continuous improvement among teachers.
(b) Actionable Guidance: Alongside reflective prompts, DIRA provides practical, actionable suggestions. These recommendations are informed by the insights gained in the second phase of our project.
The expected outcome is that DIRA will not only serve as a self-reflection tool but also as a guide for implementing effective digital-inclusive teaching strategies. This dual functionality aligns with our project's broader goal of advancing the integration of digital tools in inclusive education.
ReferencesBaumert, B., Rau, F., Bauermeister, T., Döhrmann, M., Ewig, M., Friederich, Y., Haas, T., Küthe, E., Loth, G., Rusert, K., Schaller, M., Schröder, L., Schweer, M. K. W., Stein, M., & Vierbuchen, M.-C. (2022). Lost in Transformation? Chancen und Herausforderungen für inklusiven Unterricht im Angesicht der digitalen Transformation. In D. Ferencik-Lehmkuhl et al. (Eds.), Inklusion digital! Chancen und Herausforderungen inklusiver Bildung im Kontext von Digitalisierung (pp. 33–48). Julius Klinkhardt. https://elibrary.utb.de/doi/epdf/10.35468/9783781559905
Bosse, I., Haage, A., Kamin, A.-M., Schluchter, J.-R., & GMK-Vorstand. (2019). Medienbildung für alle: Medienbildung inklusiv gestalten. In M. Brüggemann, S. Eder, & A. Tillmann (Eds.), Medienbildung für alle. Digitalisierung. Teilhabe. Vielfalt. (pp. 207–219). kopaed. Retrieved February 7, 2022, from https://www.gmk-net.de/wp-content/uploads/2019/07/gmk55_bosse_etal.pdf
DeCoito, I., & Richardson, T. (2018). Teachers and technology: Present practice and future directions. Contemporary Issues in Technology and Teacher Education, 18(2). https://citejournal.org/volume-18/issue-2-18/science/teachers-and-technology-present-practice-and-future-directions
European Union, European Commission (2019). Access to quality education for children with special educational needs. Publications Office of the European Union. https://op.europa.eu/en/publication-detail/-/publication/b2215e85-1ec6-11e9-8d04-01aa75ed71a1/language-en
European Commission, Directorate-General for Education, Youth, Sport and Culture. (2023). Digital education action plan 2021-2027 – Key enabling factors for successful digital education and training. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/548454
Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17–32. https://doi.org/10.1080/1359866X.2010.540850
Forlin, C., Keen, M., & Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development & Education, 55(3), 251–264. https://doi.org/10.1080/10349120802268396
Hartung, J., Zschoch, E., & Wahl, M. (2021). Inklusion und Digitalisierung in der Schule: Gelingensbedingungen aus der Perspektive von Lehrerinnen und Lehrern sowie Schülerinnen und Schülern. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 41 (Inklusiv-mediale Bildung), 55–76. https://doi.org/10.21240/mpaed/41/2021.02.04.X
Meyer, H. (2014). Was ist guter Unterricht? (10th ed.). Cornelsen Scriptor.
Peters, M., & Roviró, B. (2017). Fachdidaktischer Forschungsverbund FaBiT: Erforschung von Wandel im Fachunterricht mit dem Bremer Modell des Design-Based Research. In S. Doff & R. Komoss (Eds.), Making Change Happen: Wandel im Fachunterricht analysieren und gestalten (pp. 19–32). Springer.
Zorn, I., Schluchter, J.-R., & Bosse, I. (2019). Theoretische Grundlagen inklusiver Medienbildung. In I. Bosse, J.-R. Schluchter, & I. Zorn (Eds.), Handbuch Inklusion und Medienbildung (pp. 9–15). Beltz Juventa
14. Communities, Families and Schooling in Educational Research
Paper
Primary School Students Creating Virtual Reality Games in Disadvantaged Urban Areas
Manuela Repetto, Barbara Bruschi, Melania Talarico, Fabiola Camandona
University of Turin, Italy
Presenting Author: Repetto, Manuela
A network comprising a research group and local community associations is carrying out an integrated educational intervention aimed at 4th grade children in a vulnerable neighborhood of an Italian city in northern Italy. The aim is to improve their socio-cognitive and digital skills while raising awareness of environmental issues. These topics are addressed at local level, but are also recognised by some European frameworks (DigComp 2.2 and GreenComp) and by the 2030 Agenda. These frameworks are used as reference points for the approach and activities of this intervention.
The combination of environmental education and the development of digital skills represents a key aspect of the research underlying this educational intervention, which is focused on the creation of virtual reality games and immersive teaching as emerging themes in the field of K-12 education. Experiences in virtual reality promote a sense of immersion and involvement, supporting attention processes and emotional engagement (Tilhou et al, 2020). Moreover, virtual reality, when supported by appropriate teaching methods, can influence learning processes and motivation to learn. The immersiveness and high interactivity inherent in some virtual reality games place the student in a situation, in an authentic context, fostering experiential learning through practical activities (Angel-Urdinola et al., 2021; Di Natale et al., 2020). For this reason, the theme of the environment and its preservation, if addressed through gaming in virtual reality, can be presented as a challenge to be tackled, or a problem to be solved through practical experience in a safe play space, where the consequences of the player's actions, although simulated, can stimulate reflection. The pedagogical strategy employed in this educational intervention adheres to a constructionist framework for game design (Harel & Papert, 1991; Kafai, 2006; Li et al., 2013), aimed at fostering students' engagement in the creation of VR games, thereby surpassing mere consumption of VR games. Students use a program development environment that enables them to construct applications on environmental issues by themselves.
Our research hypothesis is that the direct involvement of nine- and ten-year-old children from more disadvantaged urban contexts in the design of games should ensure that they not only learn more effectively, but are also more likely to change their habits and develop new attitudes, such as a better awareness of the environment. Furthermore, it is the children who, through their environmentally friendly behavior and active participation in an educational intervention led by the network of associations involved in this research, can positively influence their families and inspire change in the community to which they belong.
The methodological approach chosen for this study is Design-Based Research (DBR) (Anderson and Shattuck, 2012), that combines a theory-driven approach with empirical evaluation, encompassing two cycles. The former cycle was carried out last year, while the second cycle is currently still underway. The research results of the first iteration, in which a quasi-experimental study was conducted to investigate the extent to which students improve some socio-cognitive skills and develop pro-environmental attitudes, show that students in an at-risk neighborhood make a meaningful improvement when compared to students attending schools in more affluent areas of the city. For this reason, the second iteration of the educational intervention is targeted towards students experiencing disadvantaged circumstances on a broader scale.
The aim of the discussion is to present the prototype design approach that is emerging from this research, which other European researchers participating in the panel discussion could adopt and apply in their own specific contexts of urban schooling.
Methodology, Methods, Research Instruments or Sources UsedA Design-Based Research (DBR) has been conducted in this research, encompassing two cycles (pilot phase and scaling up phase), in which the latter is still undergoing in order to progressively enhance the design approach obtained in the former. The specific DBR approach adopted envisages the four iterative phases recommended by Reeves (2006). The design approach that is emerging is aimed at guiding innovative educational interventions targeted at fourth graders of the vulnerable neighborhoods.
During the first cycle of DBR, the pilot phase, the development of collaborative and cognitive skills within experimental groups of students tasked with designing Virtual Reality (VR) games structured as escape rooms (Repetto et al., 2023) were compared with control groups engaged in the creation of physical escape rooms. A pretest-posttest design was deliberately selected, using two calibrated teachers’ and students’ scales as an instrumental metric for assessing the enhancement of collaborative skills. The results of this first cycle suggest that experimental groups of students engaging with immersive VR environments enhanced situated, experiential, and transformative learning processes. In contrast, the control group involved in constructing physical escape rooms showed minimal improvements in on teachers' and students' assessment scales. Moreover, the notable improvements observed in two classrooms comprising foreign students, many of whom experience learning difficulties, underscore the necessity of expanding the sample size of these students in the ongoing second cycle of Design-Based Research (DBR).
During this scaling up phase, it was imperative to establish a network of associations to provide support for this demographic and to provide training for primary school teachers in immersive teaching and learning. This involved adopting the same educational approach utilized during the first cycle - with a more active participation of teachers trained on this approach - and applying it to a larger sample of students in disadvantaged situations.
The three "Is" of DBR, as outlined by Hall (2020), were utilized in our research, that can be considered an interventional, innovative, and iterative one. Firstly, the research involved intervention to alter and enhance the learning experience and the relationship that students facing disadvantaged situations have with environmental issues. Secondly, the research, due to its advancement of environmental education through immersive and novel technology and methods, can be regarded as pioneering in the realm of learning and teaching. Thirdly, the two interconnected cycles, which encompass conceptualization, design, implementation, and evaluation, represent one of the most contemporary and adaptable approaches to learning design.
Conclusions, Expected Outcomes or FindingsThe results garnered from the pilot phase of this research, in conjunction with the expected outcomes of the ongoing scaling-up phase, underscore the imperative nature of initiatives tailored for children experiencing disadvantaged situations, wherein access to diverse and innovative educational opportunities leveraging emerging technologies is limited.
One primary expected outcome involves the establishment and maintenance of a comprehensive network encompassing university entities and local cultural and environmental associations. This network aims to provide integrated socio-educational support to the most vulnerable neighborhood within a city in northwest Italy. Collaboration with existing entities operating within the designated territory is integral to this endeavor, fostering synergy with ongoing local initiatives.
Another anticipated outcome involves the enhancement of teaching methodologies among primary school teachers in the targeted neighborhood. Through innovative training programs, teachers will be equipped to revamp their approaches to teaching and learning. This initiative cascades to sensitize students and, subsequently, the broader community on topics related to prevention and environmental conservation. Leveraging novel immersive learning technology, this effort not only promotes active citizenship but also fosters an inclination towards advocacy and ecological transition.
Furthermore, an expected outcome is the dissemination and adoption of the design approach developed within this research. This integrated perspective not only encompasses environmental considerations but also permeates social, cultural, and educational dimensions. It is envisioned that this approach will serve as a model inspiring similar initiatives in other urban areas facing similar socio-cultural challenges across Europe.
ReferencesAngel-Urdinola, D. F., Castillo-Castro, C., Hoyos, A.: Meta-analysis assessing the effects of virtual reality training on student learning and skills development. World Bank, Washington, DC (2021).
Di Natale, A. F., Repetto, C., Riva, G.; Villani, D. (2020). Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006-2033.
Hall, T. (2020). Bridging practice and theory: The emerging potential of design-based research (DBR) for digital innovation in education. Education Research and Perspectives, 47, 157-173.
Harel, I. & Papert, S. (1991). Constructionism. Norwood, NY: Ablex Publishing Corporation.
Kafai, Y. (2006). Playing and making games for learning: instructionist and constructionist perspectives for game studies. Games and Culture, 1, 1, 36–40.
Li, Z. Z., Cheng, Y. B., & Liu, C. C. (2013). A constructionism framework for designing game‐like learning systems: Its effect on different learners. British Journal of Educational Technology, 44(2), 208-224.
Reeves, T. (2006). Design research from a technology perspective. In Educational design research (pp. 64-78). Routledge.
Repetto, M., Bruschi, B., & Talarico, M. (2023). Key issues and pedagogical implications in the design of Digital Educational Escape rooms. Journal of e-Learning and Knowledge Society, 19(1), 67-74.
Tilhou, R., Taylor, V., Crompton, H. 3D Virtual Reality in K-12 Education: A Thematic Systematic Review. In: Yu, S., Ally, M., Tsinakos, A. (eds): Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence. Springer, Singapore (2020).
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