Exploring the Didactic and Pedagogical Potential of AI and Embodiment for Inclusion in Primary School

Giovanna Scala; Antonio Ascione; Giovanni Tafuri

Exploring the Didactic and Pedagogical Potential of AI and Embodiment for Inclusion in Primary School

Giovanna Scala, Antonio Ascione, Giovanni Tafuri

Abstract

The integration of Artificial Intelligence (AI) with embodiment-based educational practices offers promising opportunities to transform inclusive education by fostering new pathways for learning and active student participation. This approach supports an educational model that embraces diversity and promotes equity. Utilizing a mixed-methods design—including the Ainscow Inclusion Scale, semi-structured interviews with both teachers and students, and direct classroom observation—this study highlights how AI-driven embodied learning environments can positively influence not only inclusion and participation, but also students’ motivation and engagement, especially among those with disabilities. The findings are interpreted in light of current literature, which underscores the effectiveness of such methodologies in advancing inclusive pedagogical strategies. Ultimately, the study calls attention to the necessity of continued long-term research and underlines the value of sustained investment in this evolving field.

Keywords

InclusionArtificial IntelligencePrimary SchoolEmbodimentStudents

References

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Exploring the Didactic and Pedagogical Potential of AI and Embodiment for Inclusion in Primary School

Abstract

Keywords

References

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