Italian Journal of Health Education, Sports and Inclusive Didactics
Discovering and interacting with artworks using virtual mediators
Abstract
This study investigates the potential of immersive edugames to support socio-emotional inclusion within technology-enhanced environments. Participants of different ages and backgrounds engaged with virtual rooms using Meta Quest 3S headsets, exploring and interacting with digital artworks. Two rooms displayed paintings from the XVI-XVII centuries, a third one let visitors interact with artifacts from the National Archaeological Museum of Sannio Caudino and Archaeological Museum of Carife. After the experience, participants completed a questionnaire assessing usability, perceived inclusivity and potential discomfort. Findings highlight generally positive perceptions of accessibility and engagement, alongside variability in perceived inclusiveness and disturbance. Results suggest that immersive edugames may function as affective mediators with implications for the design of inclusive learning experiences, particularly in contexts addressing neurodiversity and Special Educational Needs.
Keywords
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DOI: https://doi.org/10.32043/gsd.v10i3.1729
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Italian Journal of Health Education, Sports and Inclusive Didactics
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