Natale Marzullo


Advanced technologies like VR, AR, and AI are transforming education, offering immersive and personalized learning. Their impact on adolescents’ physical and emotional experience is understudied. This research uses a questionnaire to explore how these technologies affect students’ learning, focusing on their emotional and physical engagement.


Virtual Reality (VR); Augmented Reality (AR); Immersive Learning; Educational Technologies; Emotional and Physical Engagement.

Full Text:



Alizadeh, M. (2019). Virtual reality in the language classroom: Theory and practice. CALL-EJ, 20(3), 21-30.

Asad, M.M., Naz, A., Churi, P., Guerrero, A.J.M., & Salameh, A.A. (2022). Mix Method Approach of Measuring VR as a Pedagogical Tool to Enhance Experimental Learning: Motivation from Literature Survey of Previous Study. Education Research International, 1-9.

Chin, K.-Y., & Wang, C.-S. (2021). Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest. Australasian Journal of Educational

Chen, C.J. (2009). Theoretical bases for using virtual reality in education. Themes in Science and Technology Education, 2(1-2), 71-90. Disponibile in: [05.06.2023].

Chen, C.H., Huang, C.Y., & Chou, Y.Y. (2017). Effects of augmented reality-based multidimensional concept maps on students’ learning achievement, motivation and acceptance. Universal Access in the Information Society, 18(2), 257-268.

De Marco, E. (2023). Introduzione all’edizione italiana. Progettare l’apprendimento digitale: guida per i docenti della scuola primaria e secondaria per affrontare le sfide del futuro.-(Le frontiere della pedagogia), 7-15.

Di Serio, Á., Ibáñez, M.-B., & Delgado Kloos, C. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers & Education, 68(1), 586-596.

Fernandes, F. A., Rodrigues, C. S. C., Teixeira, E. N., & Werner, C. M. (2023). Immersive learning frameworks: A systematic literature review. IEEE Transactions on Learning Technologies, 16(5), 736-747.

Gall, D., & Latoschik, M.E. (2020). Visual Angle Modulates Affective Responses to Audiovisual Stimuli. Computers in Human Behavior, 109, 106346.

Ghedin, E., & Mazzocut, S. (2017). Universal Design for Learning per una valorizzazione delle differenze: un’indagine esplorativa sulle percezioni degli insegnanti. Giornale italiano della ricerca educativa, 18(anno X), 145-162.

Gopalan, V., Zulkifli, A.N., & Aida, J. (2016, August). A study of students’ motivation using the augmented reality science textbook. In AIP Conference Proceedings, 1761(1), 020040.

Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1-32.

Han, S., & Resta, P.E. (2020). Virtually authentic: Graduate students’ perspective changes toward authentic learning while collaborating in a virtual world. Online Learning, 24(4), 5-27.

Huang, H.-M., Rauch, U., & Liaw, S.-S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education,

Jandrić, P., & Hayes, S. (2020). Postdigital We-Learn. Studies in Philosophy and Education, 39, 285-297.

Karchmer-Klein, R., Boulden, L., & McDonald, M. (2023). Come migliorare il coinvolgimento degli studenti quando si utilizza la tecnologia? Progettare l’apprendimento digitale: guida per i docenti della scuola primaria e secondaria per affrontare le sfide del futuro.-(Le frontiere della pedagogia), 73-86.

Kelly, K., Heilbrun, A., & Stacks, B. (1989). Virtual reality: an interview with Jaron Lanier. Whole Earth Review, 64, 108-120.

Kapp, K.M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.

Kim, S., Song, K., Lockee, B., & Burton, J. (2018). Gamificationin Learning and Education: Enjoy Learning Like Gaming. Switzerland: Springer International Publishing.

Kuhail, M. A., ElSayary, A., Farooq, S., & Alghamdi, A. (2022, September). Exploring immersive learning experiences: A survey. In Informatics (Vol. 9, No. 4, p. 75). MDPI.

Messi, N., Palmieri, S., & Grimaldi, R. (2022). Gli effetti di una pandemia sulle conoscenze dei concetti di relazione spazio-temporali in una scuola primaria: la robotica educativa come strumento di compensazione. In Robot e cobot nell’impresa e nella scuola (pp. 122-127). Franco Angeli.

Mula-Falcón, J., Moya-Roselo, I., & Ruiz-Ariza, A. (2022). The active methodology of gamification to improve motivation and academic performance in educational context: A meta-analysis. Rev. Eur. Stud., 14, 32.

Pinto, R.D., Peixoto, B., Melo, M., Cabral, L., & Bessa, M. (2021). Foreign Language Learning Gamification Using Virtual Reality - A Systematic Review of Empirical Research. Education Sciences,

Ratto, M. (2011). Critical making: Conceptual and material studies in technology and social life. The information society, 27(4), 252-260.

Rahmat, A. D., Kuswanto, H., Wilujeng, I., & Perdana, R. (2023). Implementation of Mobile Augmented Reality on Physics Learning in Junior High School Students. Journal of Education and E-Learning Research, 10(2), 132-140.

Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in student’s motivation in high school and higher education: A systematic review. Heliyon.

Rivoltella, P. C. (2019). Media education. In Tecnologie per l’educazione (pp. 127-138). Pearson Italia.

Rogers, S.L. (2020). Cheap, accessible, and virtual experiences as tools for immersive study: a proof of concept study. Research in Learning Technology, 28, 1-15.

Schutera, S., Schnierle, M., Wu, M., Pertzel, T., Seybold, J., Bauer, P., Teutscher, D., Raedle, M., Heß-Mohr, N., Röck, S., & Krause, M.J. (2021). On the Potential of Augmented Reality for Mathematics Teaching with the Application cleARmaths. Education Sciences, 11(8), 368.

Soroko, N.V., Soroko, V.M., Mukasheva, M., Ariza Montes, M.M., & Tkachenko, V.A. (2021). Using of virtual reality tools for the development of steam education in general secondary education. Information Technologies and Learning Tools, 86(6), 87-105.

Sülter, R.E., Ketelaar, P.E., & Lange, W.-G. (2022). SpeakApp-Kids! Virtual reality training to reduce fear of public speaking in children – A proof of concept. Computers & Education, 178, 1-18.

Sun, K.T., & Chen, M.H. (2020). Utilizing MAR for Remedial Teaching of Compound-Cube-Surface Area at Elementary School in Taiwan. International Journal of Information and Communication Technology Education (IJICTE), 16(2), 18-35.

Tan, M.C.C., Chye, S.Y.L., & Teng, K.S.M. (2022). “In the shoes of another”: immersive technology for social and emotional learning. Education and Information Technologies, 27, 8165-8188.

Tsivitanidou, O. E., Georgiou, Y., & Ioannou, A.A. (2021). Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles. Journal of Science Education and

Zhang, Q., & Yu, Z. (2022). Meta-analysis on investigating and comparing the effects on learning achievement and motivation for gamification and game-based learning. Education Research International, 2022.



  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN: 2532-3296