Towards a socially adaptive digital playground

We are working towards a socially adaptive digital playground for children. To this end, we are looking into nonverbal synchrony and other social signals as a measure of social behaviour and into ways to alter game dynamics to trigger and inhibit certain social behaviours. Our first results indicate that we can indeed influence social behaviours in a digital playground by changing game dynamics. Furthermore, our first results show that we will be able to sense some of these social behaviours using only computer vision techniques. I propose an iterative method for working towards a socially adaptive digital playground

Bio-techno-practice. Personal and social responsibility in the academic work

The new challenges posed by biomedicine and biotechnologies ask for a deeper consideration on the relationship among science, knowledge and social responsibility. On one hand, in fact, technologies seem to shape our idea of human progress and scientific understanding of the natural world and of life in particular. On the other hand, a thoughtful consideration on the philosophical foundations of science as human enterprise is required. This also opens important questions about the new emerging paradigms of ‘excellence’ in the academic, social and market fields and on the role that universities play in training the future leaders and professionals of our society. After a short review of the contemporary philosophical reflections on the unity of knowledge, which is the origin and the goal of academic work, we argue that adherence to our current challenges through the bio-techno-practice prism is a fecund driving force of the academic activities. Moving from the experience of an international project, we also discuss the impact that such interdisciplinary activities have on what we call hidden curriculum, i.e. the embodied style of (skills that allow) people in taking care of each other in their physical, social, professional and scientific needs

The age of imagination: imagining play and invention: implications for creative development

This paper presents findings from The Irish Neighbourhood Play Study; a national, cross-border research project which recorded children’s play patterns in Ireland during 2012. The study incorporated 1688 families across 240 communities. Data was established on the play choices of children aged from birth to 14 years. Multiple differentials were explored including socio-economic and geographical environments. This paper focuses on the findings within imaginary play patterns for the full cohort. As such, it presents the play patterns for imaginary play in children aged birth-14 years. The findings are discussed in the context of developmental patterns with particular emphasis on the relationship between imaginary play and the development of creativity. Creativity is a key concept within contemporary education. Its central nexus is problem solving in the face of uncertainty. Within a rapidly changing world, it is a key skill requirement for today’s children as they grow towards efficacy within instability. The relationship between the development of creativity and children’s engagement with imaginary play practices are explored in this paper. ©IATED (2017). Reproduced in Research Online with permission

Synthetic worlds, synthetic strategies: attaining creativity in the metaverse

This text will attempt to delineate the underlying theoretical premises and the definition of the output of an immersive learning approach pertaining to the visual arts to be implemented in online, three dimensional synthetic worlds. Deviating from the prevalent practice of the replication of physical art studio teaching strategies within a virtual environment, the author proposes instead to apply the fundamental tenets of Roy Ascott’s “Groundcourse”, in combination with recent educational approaches such as “Transformative Learning” and “Constructionism”. In an amalgamation of these educational approaches with findings drawn from the fields of Metanomics, Ludology, Cyberpsychology and Presence Studies, as well as an examination of creative practices manifest in the metaverse today, the formulation of a learning strategy for creative enablement unique to online, three dimensional synthetic worlds; one which will focus upon “Play” as well as Role Play, virtual Assemblage and the visual identity of the avatar within the pursuits, is being proposed in this chapter