A.T.E.N.A.: ENHANCING CHILD LEARNING THROUGH ARTIFICIAL INTELLIGENCE IN EDUCATIONAL TOOL DESIGN TO BOOST EMOTIONAL INTELLIGENCE
Abstract
The technological evolution that has affected education has sparked growing interest in comparing artificial intelligence (AI) and emotional intelligence (EI) in the educational field. In this context, the A.T.E.N.A. project explores the use of Augmented Reality (AR) as an integration of conventional teaching in a primary school class, analysing how the EI of the child or the class group may be influenced by this methodology. The code used in the project for accessing AR, enhanced by AI, has optimized the learning experience by integrating innovative and interactive elements. Therefore, it aims to demonstrate the need to find a synergistic balance in the development of educational offerings between the importance of the human aspect for conveying the educational relationship and the use of the artificial aspect to optimize teaching.
Full Text:
PDFReferences
Adu, E. O., & Galloway, G. (2015). The effects of cooperative learning on students’ economics achievement and attitude towards economics. Journal of Economics, 6(1), 30–36. https://doi. org/10.1080/09765239.2015.11885014
Ahmad, S., Rahmat, M., Mubarik, M., Alam, M., & Hyder, S. (2021). Artificial Intelligence and Its Role in Education. Sustainability. https://doi.org/10.3390/su132212902.
Asle-Fatahi, B. y Najarpoor-Ostadi, S. (2014). An examination of the relationship of emotional intelligence and self-esteem to social skills. Quarterly Journal of Education & Research, 6(23), 123-136.
Bakti, I., , Z., Yarun, A., , R., Syaifudin, M., & Syafaq, H. (2023). The Role of Artificial Intelligence in Education: A Systematic Literature Review. Jurnal Iqra': Kajian Ilmu Pendidikan. https://doi.org/10.25217/ji.v8i2.3194.
Bisquerra-Alzina, R. (2009). Psicopedagogía de las emociones. Madrid: Editorial Síntesis. Petrides, K. (2016). Four thoughts on trait emotional intelligence. Emotion Review, 8(4), 345-348. doi: 10.1177/1754073916650504.
Bower, M.; Howe, C.; McCredie, N.; Robinson, A.; Grover, D. (2014) Augmented Reality in Education—Cases, Places and Potentials. EMI Educ. Med. Int, 51, 1–15.
Chassignol, M., Khoroshavin, A., Klimova, A., Bilyatdinova, A. (2018) Artificial intelligence trends in education: A narrative overview,’’ Procedia Comput. Sci., vol. 136, pp. 16–24
Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510.
Chen, Y.; Wang, Q.; Chen, H.; Song, X.; Tang, H.; Tian, M. (2019) An Overview of Augmented Reality Technology. J. Phys. Conf. Ser., 1237, 1–5
Cipollone E., Lembo L., Morsanuto S., Peluso FC. (2023). A.T.E.N.A.:
Embodied Theory in Augmented Reality Applied in Didactics, Journal of
Inclusive Methodology and Technology in Learning and Teaching, 3(4),
https://doi.org/10.32043/jimtlt.v3i4
Cipollone, E., Lembo, L., Oliva, P., Peluso Cassese, F (2023) Augmented Didactic: an interdisciplinary approach to assessing augmented reality in learning. Pratica - E-learning 6(3), 83-94
Cipollone, E., Lembo, L., Oliva, P., Peluso Cassese, F. (2023) Augmented Didactic: the potential of Gesture in Mobile Learning to enhance learning. Springer Communications in Computer and Information Science (CCIS) series, printing
Dey, A.; Billinghurst, M.; Lindeman, R.W.; Swan, E. (2018) A Systematic Review of 10 Years of Augmented Reality Usability Studies: 2005 to 2014. Front. Robot. AI 5, 37.
Dignum, V. (2021). The role and challenges of education for responsible AI. London Review of Education. https://doi.org/10.14324/LRE.19.1.01.
Dolev, N. y Leshem, S. (2017). Developing emotional intelligence competence among teachers. Teacher Development, 21(1), 21-39. doi: 10.1080/13664530.2016.1207093
Enns, A., Eldridge, G., Montgomery, C., y González, V. (2018). Perceived stress, coping strategies, and emotional intelligence: A cross-sectional study of university students in helping disciplines. Nurse education today, 68, 226-231. doi: 10.1016/j.nedt.2018.06.012
Frederickson, N., Petrides, K. y Simmonds, E. (2012). Trait emotional intelligence as a predictor of socioemotional outcomes in early adolescence. Personality and Individual Differences, 52(3), 323-328 doi:10.1016/j.paid.2011.10.034
García-Martínez, I., Pérez-Navío, E., Pérez-Ferra, M., & Quijano-López, R. (2021). Relationship between emotional intelligence, educational achievement and academic stress of pre-service teachers. Behavioral Sciences, 11(7), 95.
Garzón, J.; Pavón, J.; Baldiris, S. (2019) Systematic Review and Meta-Analysis of Augmented Reality in Educational Settings. Virtual Real., 23, 447–459
Garzón,J. (2021) An Overview of Twenty-Five Years of Augmented Reality in Education. Multimodal Technol. Interact., 5,37. https:// doi.org/10.3390/mti5070037
Giorda, C., Rosmo, C. (2021) Il ruolo dell'ambiente nell'apprendimento. L'educazione geografica fra neuroscienze, place-based e outdoor education. Ambiente, Società, Territorio 3(1)
IsHak, W., Nikravesh, R., Lederer, S., Perry, R., Oguyemi, D., y Bernstein, C. (2013). Burnout in medical students: a systematic review. Clin. Teach, 10(4), 242-245. doi: 10.1111/tet.12014
Kranzler, J., Granville Floyd R., Kilpatrick Demaray, M. (2020) Past, present and Future of research in school psychology: the biopsychosocial ecological model as an overarching framework. School Psychology Quarterly 35(6)
Lembo, L., Cipollone, E., Morsanuto, S., Peluso Cassese, F. (2023) Augmented Didactic: Interacting with 3D Models to Enhance the Memory Systems. Springer (printing)
Lembo, L., Cipollone, E., Oliva, P. (2023) Augmented Didactic: Augmented Reality for Learning and Motivation through a multidisciplinary approach. Isyde
Lembo, L., Cipollone, E., Oliva, P., Monteleone, S. (2023), Augumented Didactic: wow effect for learning. Use of Augmented Didactic through qr code to enhance learning process in undergratues, gsdjournal
Liu, R.; Salisbury, J.P.; Vahabzadeh, A.; Sahin, N.T. (2017) Feasibility of an Autism-Focused Augmented Reality Smartglasses System for Social Communication and Behavioral Coaching. Front. Pediatr., 5, 145.
Luca, J., & Tarricone, P. (2001). Does emotional intelligence affect successful teamwork?.
MacCann, C., Jiang, Y., Brown, L. E., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological bulletin, 146(2), 150.
Madden, L. (2011) Professional Augmented Reality Browsers for Smartphones: Programming for Junaio, Layar, and Wikitude; John Wiley & Sons: West Sussex, UK.
Molina-Lu ́quez, F., & Rodr ́ıguez-Estrada, M. N. (2016). Evaluacio ́n diagno ́stica de lainteligenciaemocionalorientadaalaresignificacio ́ndelaprendizajecooperativoenlosestudiantesdelgrado quinto de la Institucio ́n Educativa Bello Horizonte de la ciudad de Valledupar. Gestio ́n, Competitividad E Innovacio ́n, 4(1), 1–11.
Murphy, R. F. (2019) Artificial intelligence applications to support K–1 2 teachers and teaching,’’ RAND Corp., Santa Monica, CA, USA, Tech. Rep. PE135, doi: 10.7249/PE315.
Navarro-Soria, I., Gonza ́lez-Go ́mez, C., Lo ́pez-Monsalve, B., & Botella-Pe ́rez, P. (2015). Aprendizaje de contenidos acade ́micos y desarrollo de competencias profesionales mediante pra ́cticas dida ́cticas centradas en el trabajo cooperativo y relaciones multidisciplinares. Revista De Investigacio ́n Educativa, 33(1), 99–117.
Parveen, Q., Yousuf, M. I., & Mustafa, S. (2017). An experimental study on the effect of cooperative learning on students’ academic achievement and students’ perceptions towards cooperative learning. The Anthropologist, 27(1–3), 69–76. https://doi.org/10.1080/09720073.2017. 1311670
Petrides, K. V. (2011). Ability and trait emotional intelligence. In T. Chamorro-Premuzic, S. von Stumm, & A. Furnham (Eds.), The Wiley-Blackwell handbook of individual differences (pp. 656–678). Wiley Blackwell. https://doi.org/10.1002/9781444343120.ch25
Petrides, K. V., & Furnham, A. (2000). On the dimensional structure of emotional intelligence. Personality and individual differences, 29(2), 313-320.
Pokrivcakova, Silvia. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education. 7. 135-153. 10.2478/jolace-2019-0025.
Puertas Molero, P., Zurita Ortega, F., Chacón Cuberos, R., Castro Sánchez, M., Ramírez Granizo, I. A., & González Valero, G. (2020). Emotional intelligence in the field of education: a meta-analysis.
Puertas Molero, P., Zurita Ortega, F., Chacón Cuberos, R., Castro Sánchez, M., Ramírez Granizo, I. A., & González Valero, G. (2020). Emotional intelligence in the field of education: a meta-analysis.
Quílez-Robres, A., Usán, P., Lozano-Blasco, R., & Salavera, C. (2023). Emotional intelligence and academic performance: A systematic review and meta-analysis. Thinking Skills and Creativity, 101355.
Rodrigues, A.; Colombo, D.; Martins, V.; Bressan, P. (2017) WebAR: A Web-Augmented Reality-Based Authoring Tool with Experience API Support for Educational Applications Conference. In International Conference on Universal Access in Human-Computer Interaction; Springer: Cham, Switzerland; Volume 10278, pp. 118–128.
Sánchez-Álvarez, N., Berrios Martos, M. P., & Extremera, N. (2020). A meta-analysis of the relationship between emotional intelligence and academic performance in secondary education: A multi-stream comparison. Frontiers in psychology, 11, 1517.
Sannipoli, M (2020) The bio-psyco-social framework between theory and educational practices: possible research questions. Italian Journal of special education for inclusion 8(2)
Sharma, Ramesh & Kawachi, Paul & Bozkurt, Aras. (2019). The Landscape of Artificial Intelligence in Open, Online and Distance Education: Promises and Concerns. 14. 1-2.
Suberviola-Ovejas, I. (2012). Competencia emocional y rendimiento académico en el alumnado universitario. Academia, Revista de comunicación, 14(11), 1-17. doi: 10.15178/va.2011.117E.1-17
Sudarsana, I., Nakayanti, A., Sapta, A., , H., Satria, E., Saddhono, K., Daengs, G., Putut, E., Helda, T., & Mursalin, M. (2019). Technology Application In Education And Learning Process. Journal of Physics: Conference Series, 1363. https://doi.org/10.1088/1742-6596/1363/1/012061.
Tahiru, F. (2021). AI in Education: A Systematic Literature Review. J. Cases Inf. Technol., 23, 1-20. https://doi.org/10.4018/jcit.2021010101.
Tirajaya, J. R. G., Zarate-Barrial, R., López, Z. E. C., Tang, C. S. C., de Guzmán, M. G. C. N., Pardo, Y. P. R., & Romero-Carazas, R. (2024). Emotional Intelligence in Improving Academic Performance in College Students: A Systematic Review. International Journal of Religion, 5(5), 183-190.
Torrego-Seijo, J., Caballero-García, P., & Lorenzo-Llamas, E. (2020). Gli effetti dell'apprendimento cooperativo sull'intelligenza emotiva dei tratti e sui risultati accademici degli studenti delle scuole elementari spagnole. La rivista britannica di psicologia dell'educazione, e12400 .https://doi.org/10.1111/bjep.12400.
Vallet-Bellmunt, T., Rivera-Torres, P., Vallet-Bellmunt, I., & Vallet-Bellmunt, A. (2017). Aprendizaje cooperativo, aprendizaje percibido y rendimiento acade ́mico en la ensen ̃anza del marketing. Educacio ́n XX1, 20(1), 277–297.
Videnovik, M.; Trajkovik, V.; Kiønig, L.V.; Vold, T. (2020) Increasing Quality of Learning Experience Using Augmented Reality Educational Games. Multimed. Tools Appl., 79, 23861–23885.
Zhoc, K. C., King, R. B., Chung, T. S., & Chen, J. (2020). Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education. European Journal of Psychology of Education, 35(4), 839-863.
DOI: https://doi.org/10.32043/gsd.v8i2.1205
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

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 printed: 2532-3296