Lab

Raffaella Folgieri's Lab

Featured projects (3)

Project
Investigating the neural correlates and personality components related to visual creativity in ecological settings to promote and enhance conscious creative experience.
Project
Design of effective methodologies and technological tools to improve teaching and learning in Learning Disabilities to support and boost recovering and compensation. Use of Artificial Intelligence methods, such as Artificial Neural Network to test methods and set uf effective diagnoses.
Project
Improving didactics in classical on-presence teaching and in e-learning, through gamification, also in case of Learning Disabilities

Featured research (12)

E-learning represents a consolidated practice in education, as a support to traditional classroom-based lessons, in distance, blended and continuous education and, in more recent times, increasing enough as a mean for self-assessment and self-training to maximize learning results. Despite of this overall interest, however, little attention has been devoted to adopting advanced technology-based e-learning approaches in developing specific platforms to support students experiencing Learning Disorders (LDs) difficulties. Among all, cognitive technologies could be integrated in advanced training platforms to empower students' abilities, especially in case of LDs. Indeed, several studies focuses on LDs, especially analyzing: correlations among them, theories about their intern relationships and certain biological models on their basis. Also, computer-aided supports have been studied as a booster in learning process, to compensate individuals' difficulties. Despite of this, few studies focus on the use of cognitive technology to trace a possible integration of these latter with pedagogical approaches to enhance learning processes. The present article focuses on experimenting a prototype of a web-based e-learning environment, preliminarily focused on helping students with dyslexia, considering some results obtained with priming and BCI from our previous researches. The preliminary results are reliable enough to allow future developments, studying deeper the potentiality of learning empowerment through cognitive technologies integrated in e-learning environments.
The study aimed at assessing visitors' learning and perception using the Personal Meaning Maps methodology. The study was conducted within the course "Museum Information Systems", implemented under the Program "Applied Informatics in Arts and Humanities..." of Saint Petersburg State University according to the University requirements. Thirty-five third-year bachelors (19-22 years-old) took part in the experiment. A guided tour around the thematic multimedia exhibit "Our Romantic Emperor", dedicated to the era of Paul I, was held at the Multimedia Center of the Russian Museum. Quantitative and qualitative analysis of the collected data showed interesting results. Indeed, we can state that PMMs allow studying new knowledge of specialists in the field of Digital Humanities. Also, we observed that PMMs, used as a pedagogical tool, activates both common theoretical knowledge of learners and the students' personal experience, allowing them to gain a more complete picture of the scientific phenomenon as well as of a historical fact. Moover, PMMs allow each student to create a "baseline" as the starting step for a discussion, thus empowering knowledge by a peer-to-peer interaction as well as other significant interactions.
This paper describes a pilot educational project made in a Primary School in Italy (Scuola Primaria Alessandro Manzoni at Mulazzano, Milan) implemented in 2016 and 2017. The project was born from a specific request: the school aimed at improving the results achieved by students aged 7 during the National Tests for Mathematics since they registered performances lower than the National Average. In this context, we supported teachers providing information tools and methods to improve performances. Our aim was to develop new game-oriented approaches to problem-solving, mixing our different experiences and competences (organization design, information technologies, psychology). We provided a broader spectrum of parameters tools and keys to understand how to achieve an inclusive approach personalized on students, involving them and their teachers in the project. This cooperative approach allowed us to collect interesting observations about learning styles, pointing out the negative impact that standardized processes and instruments can have on self-esteem and consequently on the performance of pupils. We argue that addressing pupils in considering mathematics as continuous research and development can increase their performances in National Tests execution. Children free to realize their own experiments and observations dramatically improve their involvement and curiosity about Mathematics.
The present article presents a high-level study on creativity. From a theoretical point of view, we conceptualized cognitive framework of creativity based on the notion of balance between conscious and unconscious processes. Indeed, creativity may be considered a borderline state of mind, in which the thought seems to fluctuate in a near-consciousness state. When the idea arises to the consciousness, the mind turns back to its previous equilibrium, and divergent thinking is replaced by canonical thinking. Starting with this framework, we designed and developed an entertainment application, in which creativity is enacted by unconscious processes, but in collaboration with conscious motivation. Our aim was then to activate a new, dedicated balance between conscious and unconscious processes, in order to obtain a state of mind similar to the spontaneous creative process, but directly guided by brain activity without the intervention of verbal and semantic modulations. We developed BrainArt, which is essentially a workbench that allows users to create drawing using their own cerebral rhythms, that are then collected by a commercial BCI device. The application gave us the possibility to observe and analyze the spontaneous creative expression of the participants' insight during an experimental session, where users created an artwork using the application. Therefore, this work presents both the BrainArt application possibility for entertainment and freedom to express individual conscious and unconscious creative insight, as well as the preliminary experimental results obtained by a combined approach of statistical, signal and behavioral analysis.

Lab head

Raffaella Folgieri
Department
  • Department of Philosophy
About Raffaella Folgieri
  • Against a misuse of the discipline, Empathic AI needs to take into consideration three main components: a system's point of view, focused on adaptive systems and learning agents; an affective engineering approach; the augmented communication dimension, focusing on human-machine interaction, at the basis of any future development in the technological field and human being progress. Legal and Ethical issues are, of course, the frame of this big picture. More information at www.rfolgieri.com

Members

Ludovico Dei Cas
Ludovico Dei Cas
  • Not confirmed yet
Paola De Vecchi Galbiati
Paola De Vecchi Galbiati
  • Not confirmed yet
Paola De Vecchi Galbiati
Paola De Vecchi Galbiati
  • Not confirmed yet