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9 pages, 201 KB

Open AccessProceeding Paper

Visual Learning and Social Impact Assessment: Experimentation and Analysis of Outcomes in the School Context

by Vincenzo Nunzio Scalcione

Proceedings 2026, 139(1), 1; https://doi.org/10.3390/proceedings2026139001 - 1 Apr 2026

Viewed by 209

Abstract

How can we assess the social impact of visual learning technologies in educational environments? This question guides the present study, which proposes a social impact assessment (SIA) framework designed to capture not only the cognitive efficacy of digital tools, but also their implications in terms of equity and participation. The research is founded on a quasi-experimental study conducted in two secondary schools. The methodological approach integrated quantitative measurements, employing a pre-test/post-test design with control groups, alongside qualitative methods through structured observations and focus groups. Data indicate significant improvements in content comprehension (+18%, d = 0.72, 95% CI [0.58; 0.86]) and motivation, while simultaneously revealing concerning disparities: students with personal devices at home achieve 15% higher results in visuo-spatial tasks, while nearly one-third of the sample demonstrates deficiencies in basic digital competencies that limit their benefits. Full article

7 pages, 207 KB

Open AccessProceeding Paper

Beyond the Limits (of Comprehensibility): Visual Media in the Teaching of Complex Content

by Laura Sara Agrati and Giovanni Ganino

Proceedings 2026, 139(1), 2; https://doi.org/10.3390/proceedings2026139002 - 2 Apr 2026

Viewed by 263

Abstract

Multimedia learning requires optimising information presentation in line with learners’ cognitive processes. Active processing depends on selecting relevant information, organising it into coherent mental representations, and integrating it with prior knowledge. When grounded in instructional design principles (cognitive load management, active learning, and alignment with learning objectives), video animations can be highly effective. In teaching complex content, visual strategies such as examples, analogies, images, infographics, and videos help make abstract or invisible concepts accessible. This review examines research on animations in formal education, noting its rapid growth (partly driven by AI), STEM predominance, and mixed findings on learning gains and persistent biases. Full article

5 pages, 159 KB

Open AccessProceeding Paper

Migrant Adults and Instagram Reels: A Narrative Review on Visual Micro-Formats for the Informal Learning of L2

by Francesco Pio Dilillo, Caterina Sapone, Stefano Triberti and Laura Sara Agrati

Proceedings 2026, 139(1), 3; https://doi.org/10.3390/proceedings2026139003 - 2 Apr 2026

Viewed by 367

Abstract

Digital platforms, and social media in particular, play a central role in daily life. At the same time, they may also amplify hate speech, stereotypes, and polarization. In this context, Instagram appears as a hybrid space where self-representation, social connection, functional access to information and content creation coexist. This paper offers a narrative review of the literature on the use of Instagram Reels as tools for the informal learning of an L2 language among migrants. The review of seven studies shows that Instagram’s short visual formats can support language acquisition in non-formal settings and help users navigate cultural negotiation in everyday communication. Full article

9 pages, 1324 KB

Open AccessProceeding Paper

The Graphical Representation of School Dropout: Definitional Challenges and Educational Implications

by Arianna Beri and Laura Sara Agrati

Proceedings 2026, 139(1), 4; https://doi.org/10.3390/proceedings2026139004 - 7 Apr 2026

Viewed by 143

Abstract

Visualising data is a key analytical and communicative tool, particularly for complex phenomena such as school dropout. This article examines how national and international educational bodies (e.g., UNESCO, the EU and the Italian Ministry of Education) depict dropout, highlighting issues stemming from non-standard definitions, heterogeneous indicators and incomplete data. These limitations reduce the effectiveness of such representations, which often fail to capture the phenomenon’s dynamic nature or guide timely interventions. The article stresses the need to improve data accessibility through clearer communication and to adopt longitudinal approaches enabling more accurate tracking of educational trajectories, thereby supporting more effective educational policies. Full article

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7 pages, 473 KB

Open AccessProceeding Paper

Visual Teaching, Accessibility, and Hybridization: At the Intersection of Visual Education, Artificial Intelligence, and Universal Design for Learning

by Pierangelo Berardi and Carmela Paladino

Proceedings 2026, 139(1), 5; https://doi.org/10.3390/proceedings2026139005 - 8 Apr 2026

Viewed by 143

Abstract

Positioned at the intersection of instructional mediation, Visual Education, and Universal Design for Learning (UDL), this research aims to ascertain whether the use of Artificial Intelligence (AI) enhances accessibility for students with sensory disabilities. The study involved 137 pre-service teachers attending the “Special Didactics and Learning for Sensory Disabilities” course within the teacher specialization program (TFA) at the University of Foggia. Although the hybridization of AI, UDL, and Visual Education was favourably received, its application remains sporadic, highlighting the challenge of balancing the need for simplification with requisite conceptual accuracy. This underscores the necessity of integrating more structured and continuous training pathways into teacher education, grounded in visual education and featuring micro-modules dedicated to specific skills such as writing alternative text, subtitling, and verifying color contrast according to recognized standards. Full article

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