{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,16]],"date-time":"2026-02-16T07:04:28Z","timestamp":1771225468856,"version":"3.50.1"},"publisher-location":"Cham","reference-count":73,"publisher":"Springer Nature Switzerland","isbn-type":[{"value":"9783032176035","type":"print"},{"value":"9783032176042","type":"electronic"}],"license":[{"start":{"date-parts":[[2026,1,1]],"date-time":"2026-01-01T00:00:00Z","timestamp":1767225600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"},{"start":{"date-parts":[[2026,1,1]],"date-time":"2026-01-01T00:00:00Z","timestamp":1767225600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026]]},"DOI":"10.1007\/978-3-032-17604-2_15","type":"book-chapter","created":{"date-parts":[[2026,2,16]],"date-time":"2026-02-16T06:07:35Z","timestamp":1771222055000},"page":"156-171","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Inclusion as Embodiment: Towards an Integrated Paradigm Between Embodied Education, Inclusive Pedagogy and Artificial Intelligence"],"prefix":"10.1007","author":[{"ORCID":"https:\/\/orcid.org\/0009-0002-1090-0734","authenticated-orcid":false,"given":"Riccardo","family":"Sebastiani","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0007-3182-903X","authenticated-orcid":false,"given":"Antonio","family":"Cuccaro","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0008-6766-5994","authenticated-orcid":false,"given":"Chiara","family":"Gentilozzi","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1803-7528","authenticated-orcid":false,"given":"Sara","family":"Pellegrini","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2026,2,17]]},"reference":[{"key":"15_CR1","unstructured":"Emili, E., Gaggioli, C.: Ambienti digitali inclusivi\/Digital and inclusive environment. Form@re 17(1), 49\u201367 (2017)"},{"key":"15_CR2","unstructured":"Ianes, D., Zagni, B., Zambotti, F., Cramerotti, S., Franch, S.: Inclusione scolastica e sociale: un valore irrinunciabile. Quanto \u00e8 fattibile, efficace e condivisa nei suoi valori. Ital. J. Spec. Educ. Incl. 10 (2024)"},{"key":"15_CR3","unstructured":"Russo, P.: Lo stato dell\u2019inclusione scolastica in Italia. Dai principi normativi alla qualit\u00e0 dei risultati. Anicia Editore, Roma (s.d.)"},{"issue":"1","key":"15_CR4","first-page":"175","volume":"16","author":"P Aiello","year":"2018","unstructured":"Aiello, P., Di Gennaro, D.C., Girelli, L., Olley, J.G.: Inclusione e atteggiamenti dei docenti verso gli studenti con disturbo dello spettro autistico: suggestioni da uno studio pilota. Formazione & insegnamento 16(1), 175\u2013188 (2018)","journal-title":"Formazione & insegnamento"},{"key":"15_CR5","unstructured":"Taddei, A.: L\u2019inclusione scolastica in \u201ctrincea\u201d: la difficile sfida della scuola secondaria. Nuova Secondaria 7, 42\u201352 (2018)"},{"issue":"1","key":"15_CR6","first-page":"351","volume":"12","author":"D Ianes","year":"2024","unstructured":"Ianes, D., Zagni, B.: Inclusione scolastica in Italia, inclusioscetticismo, difficolt\u00e0 epistemologiche e metodologiche della ricerca. Ital. J. Spec. Educ. Incl. 12(1), 351\u2013363 (2024)","journal-title":"Ital. J. Spec. Educ. Incl."},{"key":"15_CR7","unstructured":"Cottini, L.: Educazione e riabilitazione del bambino autistico. Carocci, Roma (2002)"},{"key":"15_CR8","unstructured":"Gomez Paloma, F., Damiani, P.: Cognizione corporea, competenze integrate e formazione dei docenti. I tre volti dell\u2019Embodied Cognitive Science per una scuola inclusiva. Edizioni Centro Studi Erickson, Trento (2015)"},{"key":"15_CR9","unstructured":"Pastena, N., D\u2019Anna, C., Gomez Paloma, F., Damiani, P.: Disturbi specifici di apprendimento ed embodied cognitive science dalla biogenesi all\u2019educazione. L\u2019integrazione scolastica e sociale 14, 263\u2013279 (2015)"},{"key":"15_CR10","unstructured":"Brembilla, M.: Embodied cognition e sfide educative: per una pratica creativa e trasformativa. J. Incl. Methodol. Technol. Learn. Teach. 5(2) (2025)"},{"key":"15_CR11","doi-asserted-by":"publisher","first-page":"617","DOI":"10.1146\/annurev.psych.59.103006.093639","volume":"59","author":"LW Barsalou","year":"2008","unstructured":"Barsalou, L.W.: Grounded cognition. Annu. Rev. Psychol. 59, 617\u2013645 (2008). https:\/\/doi.org\/10.1146\/annurev.psych.59.103006.093639","journal-title":"Annu. Rev. Psychol."},{"issue":"6","key":"15_CR12","doi-asserted-by":"publisher","first-page":"595","DOI":"10.1002\/wcs.132","volume":"2","author":"S Goldin-Meadow","year":"2011","unstructured":"Goldin-Meadow, S.: Learning through gesture. Wiley Interdisc. Rev. Cogn. Sci. 2(6), 595\u2013607 (2011)","journal-title":"Wiley Interdisc. Rev. Cogn. Sci."},{"issue":"8","key":"15_CR13","doi-asserted-by":"publisher","first-page":"445","DOI":"10.3102\/0013189X13511661","volume":"42","author":"R Lindgren","year":"2013","unstructured":"Lindgren, R., Johnson-Glenberg, M.: Emboldened by embodiment: six precepts for research on embodied learning and mixed reality. Educ. Res. 42(8), 445\u2013452 (2013). https:\/\/doi.org\/10.3102\/0013189X13511661","journal-title":"Educ. Res."},{"issue":"1","key":"15_CR14","doi-asserted-by":"publisher","first-page":"19","DOI":"10.1177\/1477878518822149","volume":"17","author":"L Shapiro","year":"2019","unstructured":"Shapiro, L., Stolz, S.A.: Embodied cognition and its significance for education. Theory Res. Educ. 17(1), 19\u201339 (2019)","journal-title":"Theory Res. Educ."},{"issue":"5","key":"15_CR15","doi-asserted-by":"publisher","first-page":"813","DOI":"10.1080\/01411926.2010.501096","volume":"37","author":"L Florian","year":"2011","unstructured":"Florian, L., Black-Hawkins, K.: Exploring inclusive pedagogy. Br. Edu. Res. J. 37(5), 813\u2013828 (2011). https:\/\/doi.org\/10.1080\/01411926.2010.501096","journal-title":"Br. Edu. Res. J."},{"issue":"1","key":"15_CR16","doi-asserted-by":"publisher","first-page":"5","DOI":"10.1163\/27730840-04701003","volume":"47","author":"L Florian","year":"2015","unstructured":"Florian, L.: Inclusive pedagogy: a transformative approach to individual differences but can it help reduce educational inequalities? Scott. Educ. Rev. 47(1), 5\u201314 (2015)","journal-title":"Scott. Educ. Rev."},{"key":"15_CR17","doi-asserted-by":"publisher","DOI":"10.1093\/acprof:oso\/9780195333213.001.0001","volume-title":"Supersizing the Mind: Embodiment, Action, and Cognitive Extension","author":"A Clark","year":"2008","unstructured":"Clark, A.: Supersizing the Mind: Embodiment, Action, and Cognitive Extension. Oxford University Press, Oxford (2008)"},{"key":"15_CR18","volume-title":"The Oxford Handbook of 4E Cognition","year":"2018","unstructured":"Newen, A., De Bruin, L., Gallagher, S. (eds.): The Oxford Handbook of 4E Cognition. Oxford University Press, Oxford (2018)"},{"key":"15_CR19","unstructured":"Murri, S., Patera, S.: Attenzione profonda, iperattenzione e \u201cdigital divide cognitivo\u201d intergenerazionale. L\u2019agire competente digitale nella didattica fondata sulla \u201c4E Cognition\u201d. J. Incl. Methodol. Technol. Learn. Teach. 5(2) (2025)"},{"issue":"11","key":"15_CR20","doi-asserted-by":"publisher","first-page":"802","DOI":"10.1111\/josh.12305","volume":"85","author":"P Hunt","year":"2015","unstructured":"Hunt, P., Barrios, L., Telljohann, S.K., Mazyck, D.: A whole school approach: collaborative development of school health policies, processes, and practices. J. Sch. Health 85(11), 802\u2013809 (2015)","journal-title":"J. Sch. Health"},{"key":"15_CR21","first-page":"72","volume":"2","author":"C Ferrantino","year":"2024","unstructured":"Ferrantino, C., Scarano, R.: Formare all\u2019intelligenza artificiale: un progetto-studio con docenti e futuri docenti. Educ. Sci. Soc. 2, 72\u201387 (2024)","journal-title":"Educ. Sci. Soc."},{"key":"15_CR22","doi-asserted-by":"publisher","first-page":"1707","DOI":"10.3389\/fpsyg.2020.01707","volume":"11","author":"T Fuchs","year":"2020","unstructured":"Fuchs, T.: The circularity of the embodied mind. Front. Psychol. 11, 1707 (2020). https:\/\/doi.org\/10.3389\/fpsyg.2020.01707","journal-title":"Front. Psychol."},{"key":"15_CR23","unstructured":"Paloma, F.G., Tafur, D.: Embodied Cognition. Body, movement and sport for didactics. Ital. J. Educ. Res. 17, 41\u201352 (2016)"},{"key":"15_CR24","doi-asserted-by":"crossref","unstructured":"Francesconi, D., Tarozzi, M.: Embodied education and education of the body: the phenomenological perspective. Leib\u2013Leiblichkeit\u2013Embodiment: P\u00e4dagogische Perspektiven auf eine Ph\u00e4nomenologie des Leibes, pp. 229\u2013247. Springer Fachmedien Wiesbaden, Wiesbaden (2019)","DOI":"10.1007\/978-3-658-25517-6_12"},{"key":"15_CR25","doi-asserted-by":"crossref","unstructured":"Faella, P., Digennaro, S., Iannaccone, A.: Educational practices in motion: a scoping review of embodied learning approaches in school. Front. Educ. 10 (2025)","DOI":"10.3389\/feduc.2025.1568744"},{"key":"15_CR26","doi-asserted-by":"crossref","unstructured":"Sanger, C.S.: Inclusive pedagogy and universal design approaches for Diverse Learning Environments. In: Inclusive Pedagogy and UDL for Educators in Diverse Contexts, pp. 1\u201315. Springer, Cham (2020)","DOI":"10.1007\/978-981-15-1628-3_2"},{"key":"15_CR27","doi-asserted-by":"publisher","unstructured":"Bocci, F.: Special pedagogy as inclusive pedagogy. An institute between risks and opportunities. Ital. J. Spec. Educ. Incl. IX(1), 41\u201348 (2021). https:\/\/doi.org\/10.7346\/sipes-01-2021-06","DOI":"10.7346\/sipes-01-2021-06"},{"key":"15_CR28","doi-asserted-by":"crossref","unstructured":"Holmes, W., et al.: Ethics of AI in education: towards a community-wide framework. Int. J. Artif. Intell. Educ., 32(3), 504\u2013526 (2022)","DOI":"10.1007\/s40593-021-00239-1"},{"key":"15_CR29","volume-title":"Handbook of Artificial Intelligence in Education","year":"2023","unstructured":"Du Boulay, B., Mitrovic, A., Yacef, K. (eds.): Handbook of Artificial Intelligence in Education. Edward Elgar Publishing, Cheltenham (2023)"},{"key":"15_CR30","unstructured":"Panciroli, C., Rivoltella, P.C.: Artificial intelligence in education: AI literacy, prompting and the artificial conversation hypothesis. Schol\u00e8 \u2013 Rivista di Scienze dell\u2019Educazione 1, 15\u2013 48 (2024)"},{"issue":"4","key":"15_CR31","doi-asserted-by":"publisher","first-page":"625","DOI":"10.3758\/BF03196322","volume":"9","author":"M Wilson","year":"2002","unstructured":"Wilson, M.: Six views of embodied cognition. Psychon. Bull. Rev. 9(4), 625\u2013636 (2002). https:\/\/doi.org\/10.3758\/BF03196322","journal-title":"Psychon. Bull. Rev."},{"issue":"3\u20134","key":"15_CR32","doi-asserted-by":"publisher","first-page":"455","DOI":"10.1080\/02643290442000310","volume":"22","author":"V Gallese","year":"2005","unstructured":"Gallese, V., Lakoff, G.: The brain\u2019s concepts: the role of the sensory\u2013motor system in conceptual knowledge. Cogn. Neuropsychol. 22(3\u20134), 455\u2013479 (2005)","journal-title":"Cogn. Neuropsychol."},{"issue":"9","key":"15_CR33","doi-asserted-by":"publisher","first-page":"458","DOI":"10.1016\/j.tics.2013.06.004","volume":"17","author":"F Pulverm\u00fcller","year":"2013","unstructured":"Pulverm\u00fcller, F.: How neurons make meaning: brain mechanisms for embodied and abstract-symbolic semantics. Trends Cogn. Sci. 17(9), 458\u2013470 (2013)","journal-title":"Trends Cogn. Sci."},{"key":"15_CR34","doi-asserted-by":"publisher","unstructured":"Roth, W.-M., Jornet, A.: Situated cognition. Wiley Interdisc. Rev. Cogn. Sci. 4(5), 463\u2013478 (2013). https:\/\/doi.org\/10.1002\/wcs.1242","DOI":"10.1002\/wcs.1242"},{"key":"15_CR35","unstructured":"Goldin, C., Katz, L.F.: The Race Between Education and Technology. Harvard University Press (2008)"},{"key":"15_CR36","doi-asserted-by":"publisher","first-page":"147","DOI":"10.3389\/feduc.2020.00147","volume":"5","author":"D Abrahamson","year":"2020","unstructured":"Abrahamson, D.: The future of embodied design for mathematics teaching and learning. Front. Educ. 5, 147 (2020). https:\/\/doi.org\/10.3389\/feduc.2020.00147","journal-title":"Front. Educ."},{"key":"15_CR37","doi-asserted-by":"publisher","unstructured":"Abrahamson, D., Lindgren, R.: Embodiment and embodied design. In: Sawyer, R.K. (ed.) The Cambridge Handbook of the Learning Sciences, pp. 358\u2013376. Cambridge University Press, Cambridge (2014). https:\/\/doi.org\/10.1017\/CBO9781139519526.022","DOI":"10.1017\/CBO9781139519526.022"},{"key":"15_CR38","doi-asserted-by":"crossref","unstructured":"Kontra, C., Lyons, D.J., Fischer, S.M., Beilock, S.L.: Physical experience enhances science learning. Psychol. Sci. 26(6),737\u2013749 (2015)","DOI":"10.1177\/0956797615569355"},{"issue":"4","key":"15_CR39","doi-asserted-by":"publisher","first-page":"903","DOI":"10.1177\/0956797613518351","volume":"25","author":"MA Novack","year":"2014","unstructured":"Novack, M.A., Congdon, E.L., Hemani-Lopez, N., Goldin-Meadow, S.: From action to abstraction: using the hands to learn math. Psychol. Sci. 25(4), 903\u2013910 (2014). https:\/\/doi.org\/10.1177\/0956797613518351","journal-title":"Psychol. Sci."},{"key":"15_CR40","doi-asserted-by":"publisher","first-page":"9","DOI":"10.1186\/s41235-016-0040-5","volume":"2","author":"MJ Nathan","year":"2017","unstructured":"Nathan, M.J., Walkington, C.: Grounded and embodied mathematical cognition: promoting mathematical insight and proof using action and language. Cogn. Res. Principles Implications 2, 9 (2017). https:\/\/doi.org\/10.1186\/s41235-016-0040-5","journal-title":"Cogn. Res. Principles Implications"},{"key":"15_CR41","doi-asserted-by":"publisher","first-page":"1819","DOI":"10.3389\/fpsyg.2016.01819","volume":"7","author":"MC Johnson-Glenberg","year":"2016","unstructured":"Johnson-Glenberg, M.C., Megowan-Romanowicz, C., Birchfield, D., Savio-Ramos, C.: Effects of embodied learning and digital platform on the retention of physics content: centripetal force. Front. Psychol. 7, 1819 (2016). https:\/\/doi.org\/10.3389\/fpsyg.2016.01819","journal-title":"Front. Psychol."},{"key":"15_CR42","doi-asserted-by":"publisher","first-page":"24","DOI":"10.1186\/s41235-017-0060-9","volume":"2","author":"MC Johnson-Glenberg","year":"2017","unstructured":"Johnson-Glenberg, M.C.: Embodied science and mixed reality: how gesture and motion capture affect physics education. Cogn. Res. Principles Implications 2, 24 (2017)","journal-title":"Cogn. Res. Principles Implications"},{"key":"15_CR43","doi-asserted-by":"publisher","unstructured":"Florian, L., Black-Hawkins, K., Rouse, M.: Achievement and Inclusion in Schools. Routledge, London (2017). https:\/\/doi.org\/10.4324\/9781315623741","DOI":"10.4324\/9781315623741"},{"key":"15_CR44","doi-asserted-by":"publisher","unstructured":"Holstein, K., McLaren, B.M., Aleven, V.: Student learning benefits of a mixed-reality teacher awareness tool. In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, pp. 1\u201312. ACM, New York (2019). https:\/\/doi.org\/10.1145\/3290605.3300787","DOI":"10.1145\/3290605.3300787"},{"key":"15_CR45","doi-asserted-by":"publisher","unstructured":"Holmes, W., et al.: Artificial Intelligence in Education: Promise and Implications for Teaching and Learning. UNESCO Publishing, Paris (2022). https:\/\/doi.org\/10.54675\/AIED-UNESCO2022","DOI":"10.54675\/AIED-UNESCO2022"},{"issue":"3","key":"15_CR46","doi-asserted-by":"publisher","first-page":"223","DOI":"10.1080\/17439884.2020.1798995","volume":"45","author":"B Williamson","year":"2020","unstructured":"Williamson, B., Eynon, R.: Historical threads, missing links, and future directions in AI in education. Learn. Media Technol. 45(3), 223\u2013235 (2020). https:\/\/doi.org\/10.1080\/17439884.2020.1798995","journal-title":"Learn. Media Technol."},{"issue":"2","key":"15_CR47","doi-asserted-by":"publisher","first-page":"77","DOI":"10.1191\/1478088706qp063oa","volume":"3","author":"V Braun","year":"2006","unstructured":"Braun, V., Clarke, V.: Using thematic analysis in psychology. Qual. Res. Psychol. 3(2), 77\u2013101 (2006)","journal-title":"Qual. Res. Psychol."},{"issue":"1","key":"15_CR48","doi-asserted-by":"publisher","first-page":"7","DOI":"10.1080\/20020317.2020.1729587","volume":"6","author":"M Ainscow","year":"2020","unstructured":"Ainscow, M.: Promoting inclusion and equity in education: lessons from international experiences. Nord. J. Stud. Educ. Policy 6(1), 7\u201316 (2020). https:\/\/doi.org\/10.1080\/20020317.2020.1729587","journal-title":"Nord. J. Stud. Educ. Policy"},{"key":"15_CR49","doi-asserted-by":"publisher","unstructured":"Giaconi, C.: Inclusive Education and Community: Pathways and Perspectives. Springer, Cham (2023). https:\/\/doi.org\/10.1007\/978-3-031-14914-1","DOI":"10.1007\/978-3-031-14914-1"},{"key":"15_CR50","unstructured":"Booth, T., Ainscow, M.: Index for Inclusion: Developing Learning and Participation in Schools. 3rd end. Centre for Studies on Inclusive Education, Bristol (2011)"},{"key":"15_CR51","unstructured":"Ainscow, M., Dyson, A., Weiner, S.: From exclusion to inclusion: a review of international literature on ways of responding to students with special educational needs in schools (2012)"},{"key":"15_CR52","unstructured":"Encyclopedia of Life Support Systems (EOLSS), UNESCO (2012)"},{"key":"15_CR53","doi-asserted-by":"publisher","unstructured":"Holmes, W., Bialik, M., Fadel, C.: Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. 2nd end. Center for Curriculum Redesign, Boston (2021). https:\/\/doi.org\/10.13140\/RG.2.2.21887.82089","DOI":"10.13140\/RG.2.2.21887.82089"},{"key":"15_CR54","unstructured":"European Parliament: EU AI Act: First regulation on artificial intelligence (2025). https:\/\/www.europarl.europa.eu\/. Accessed 19 Feb 2025"},{"key":"15_CR55","doi-asserted-by":"crossref","unstructured":"Holstein, K., McLaren, B.M., Aleven, V.: Student learning benefits of a mixed-reality teacher awareness tool in AI-enhanced classrooms. In: International Conference on Artificial Intelligence in Education. Springer International Publishing, Cham (2018)","DOI":"10.1007\/978-3-319-93843-1_12"},{"key":"15_CR56","unstructured":"TeachFX: TeachFX: AI-powered classroom analytics for teacher reflection (2025). https:\/\/teachfx.com. Accessed Oct 2025"},{"issue":"1","key":"15_CR57","doi-asserted-by":"publisher","first-page":"101","DOI":"10.1515\/edu-2020-0119","volume":"2","author":"M Kerres","year":"2020","unstructured":"Kerres, M., Buntins, K.: Recommender in AI-enhanced learning: an assessment from the perspective of instructional design. Open Educ. Stud. 2(1), 101\u2013111 (2020). https:\/\/doi.org\/10.1515\/edu-2020-0119","journal-title":"Open Educ. Stud."},{"key":"15_CR58","volume-title":"Artificial Intelligence in Education: Promises and Implications for Teaching and Learning","author":"W Holmes","year":"2019","unstructured":"Holmes, W., Bialik, M., Fadel, C.: Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign, Boston (2019)"},{"issue":"2","key":"15_CR59","doi-asserted-by":"publisher","first-page":"141","DOI":"10.1207\/s15327809jls0202_2","volume":"2","author":"AL Brown","year":"1992","unstructured":"Brown, A.L.: Design experiments: theoretical and methodological challenges in creating complex interventions in classroom settings. J. Learn. Sci. 2(2), 141\u2013178 (1992). https:\/\/doi.org\/10.1207\/s15327809jls0202_2","journal-title":"J. Learn. Sci."},{"key":"15_CR60","unstructured":"Gomez Paloma, F., Cal\u00f2, M., Borrelli, M., Tafuri, D.: Embodied cognition design. Experimental pedagogy between embodied cognition and architectural space. Ital. J. Educ. Res. 19, 41\u201352 (2018)"},{"key":"15_CR61","doi-asserted-by":"publisher","unstructured":"Byers, T., Imms, W., Hartnell-Young, E.: Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes. Stud. Educ. Eval. 58, 167\u2013177 (2018). https:\/\/doi.org\/10.1016\/j.stueduc.2018.07.003","DOI":"10.1016\/j.stueduc.2018.07.003"},{"issue":"6","key":"15_CR62","doi-asserted-by":"publisher","first-page":"915","DOI":"10.1080\/01411926.2010.508512","volume":"37","author":"R Leiringer","year":"2011","unstructured":"Leiringer, R., Cardellino, P.: Schools for the twenty-first century: school design and educational transformation. Br. Edu. Res. J. 37(6), 915\u2013934 (2011). https:\/\/doi.org\/10.1080\/01411926.2010.508512","journal-title":"Br. Edu. Res. J."},{"key":"15_CR63","doi-asserted-by":"publisher","unstructured":"Gillies, R.M.: Cooperative learning: review of research and practice. Aust. J. Teach. Educ. 41(3), 39\u201354 (2016). https:\/\/doi.org\/10.14221\/ajte.2016v41n3.3","DOI":"10.14221\/ajte.2016v41n3.3"},{"key":"15_CR64","doi-asserted-by":"publisher","unstructured":"Jewitt, C., Bezemer, J., O\u2019Halloran, K.: Introducing Multimodality. Routledge, London (2016). https:\/\/doi.org\/10.4324\/9781315638028","DOI":"10.4324\/9781315638028"},{"key":"15_CR65","doi-asserted-by":"publisher","DOI":"10.1016\/j.cedpsych.2019.101830","volume":"60","author":"DH Schunk","year":"2020","unstructured":"Schunk, D.H., DiBenedetto, M.K.: Motivation and social-emotional learning: theory, research and practice. Contemp. Educ. Psychol. 60, 101830 (2020). https:\/\/doi.org\/10.1016\/j.cedpsych.2019.101830","journal-title":"Contemp. Educ. Psychol."},{"key":"15_CR66","doi-asserted-by":"publisher","unstructured":"Collins, P.H., Bilge, S.: Intersectionality, 2nd end. Polity Press, Cambridge (2020). https:\/\/doi.org\/10.1515\/9781509539698","DOI":"10.1515\/9781509539698"},{"key":"15_CR67","doi-asserted-by":"crossref","unstructured":"Hargreaves, A., O\u2019Connor, M.T.: Collaborative Professionalism: When Teaching Together Means Learning for All. Corwin Press (2018)","DOI":"10.4135\/9781506328133"},{"issue":"9","key":"15_CR68","doi-asserted-by":"publisher","first-page":"909","DOI":"10.1080\/13603116.2019.1602366","volume":"23","author":"R Slee","year":"2019","unstructured":"Slee, R.: Belonging in an age of exclusion. Int. J. Incl. Educ. 23(9), 909\u2013922 (2019). https:\/\/doi.org\/10.1080\/13603116.2019.1602366","journal-title":"Int. J. Incl. Educ."},{"issue":"5","key":"15_CR69","doi-asserted-by":"publisher","first-page":"746","DOI":"10.1080\/19415257.2014.955122","volume":"41","author":"W Cajkler","year":"2015","unstructured":"Cajkler, W., Wood, P., Norton, J., Pedder, D.: Lesson study as a vehicle for collaborative teacher learning in a secondary school. Prof. Dev. Educ. 41(5), 746\u2013765 (2015). https:\/\/doi.org\/10.1080\/19415257.2014.955122","journal-title":"Prof. Dev. Educ."},{"key":"15_CR70","doi-asserted-by":"publisher","DOI":"10.3102\/0002831217690519","author":"J DeMonte","year":"2017","unstructured":"DeMonte, J.: Micro-credentials for teachers: what three early adopter states have learned so far. Am. Inst. Res. (2017). https:\/\/doi.org\/10.3102\/0002831217690519","journal-title":"Am. Inst. Res."},{"issue":"3","key":"15_CR71","doi-asserted-by":"publisher","first-page":"299","DOI":"10.1007\/s10984-018-9269-5","volume":"21","author":"C Morrison","year":"2018","unstructured":"Morrison, C.: Re-imagining school spaces: designing for student wellbeing an engagement. Learn. Environ. Res. 21(3), 299\u2013318 (2018). https:\/\/doi.org\/10.1007\/s10984-018-9269-5","journal-title":"Learn. Environ. Res."},{"key":"15_CR72","doi-asserted-by":"publisher","unstructured":"Cook-Sather, A.: Student voice across contexts: fostering student agency in today\u2019s schools. Theory Pract. 59(2), 182\u2013191 (2020). https:\/\/doi.org\/10.1080\/00405841.2019.1702399","DOI":"10.1080\/00405841.2019.1702399"},{"issue":"2","key":"15_CR73","doi-asserted-by":"publisher","first-page":"119","DOI":"10.1080\/08856257.2013.778111","volume":"28","author":"L Florian","year":"2013","unstructured":"Florian, L., Spratt, J.: Enacting inclusion: a framework for interrogating inclusive practice. Eur. J. Spec. Needs Educ. 28(2), 119\u2013135 (2013)","journal-title":"Eur. J. Spec. Needs Educ."}],"container-title":["Lecture Notes in Computer Science","Artificial Intelligence with and for Learning Sciences. Past, Present, and Future Horizons"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/978-3-032-17604-2_15","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,2,16]],"date-time":"2026-02-16T06:07:45Z","timestamp":1771222065000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/978-3-032-17604-2_15"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026]]},"ISBN":["9783032176035","9783032176042"],"references-count":73,"URL":"https:\/\/doi.org\/10.1007\/978-3-032-17604-2_15","relation":{},"ISSN":["0302-9743","1611-3349"],"issn-type":[{"value":"0302-9743","type":"print"},{"value":"1611-3349","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026]]},"assertion":[{"value":"17 February 2026","order":1,"name":"first_online","label":"First Online","group":{"name":"ChapterHistory","label":"Chapter History"}},{"value":"The authors have no competing interests to declare that are relevant to the content of this article.","order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Disclosure of Interests"}},{"value":"WAILS","order":1,"name":"conference_acronym","label":"Conference Acronym","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"Workshop on Artificial Intelligence with and for Learning Sciences: Past, Present, and Future Horizons","order":2,"name":"conference_name","label":"Conference Name","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"Cagliari","order":3,"name":"conference_city","label":"Conference City","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"Italy","order":4,"name":"conference_country","label":"Conference Country","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"2025","order":5,"name":"conference_year","label":"Conference Year","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"10 December 2025","order":7,"name":"conference_start_date","label":"Conference Start Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"12 December 2025","order":8,"name":"conference_end_date","label":"Conference End Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"2","order":9,"name":"conference_number","label":"Conference Number","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"wails2025","order":10,"name":"conference_id","label":"Conference ID","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"http:\/\/wailsworkshop.github.io\/2025","order":11,"name":"conference_url","label":"Conference URL","group":{"name":"ConferenceInfo","label":"Conference Information"}}]}}