Francesco Palma, Gianluca Amatori

TECHNOLOGIES FOR LEARNING IN HOSPITAL SCHOOLS: THE ROLE OF AI AND GAMIFICATION IN EDUCATIONAL INNOVATION

Introduction

Technologies for learning in hospital schools: the role of ai and gamification in educational innovation. Explore how AI & gamification enhance learning in hospital schools, addressing challenges for vulnerable students. Discover innovative tools for educational continuity, engagement & well-being.

Abstract

The Hospital School represents a valuable educational response in moments of vulnerability of students, ensuring continuity of training and inclusion during hospitalization. However, this context faces challenges related to the discontinuity of the paths, the unpredictability of the demand and the fragility of the students. This contribution analyzes these pedagogical, organizational and relational criticalities of the School in Hospital, proposing the integration of innovative tools in the teaching action to strengthen the engagement and well-being of students.

Review

This contribution addresses a highly pertinent and often challenging area of educational provision: learning within hospital schools. The abstract effectively highlights the unique vulnerabilities of students in these settings and the inherent pedagogical, organizational, and relational criticalities, such as discontinuity of learning paths and unpredictability of demand. The proposed integration of innovative tools, specifically AI and gamification, to enhance student engagement and well-being, is a timely and potentially transformative approach to these identified challenges, positioning the paper as a valuable exploration into educational innovation for vulnerable populations. A key strength of this work lies in its focus on a specialized educational context that is critical yet frequently overlooked in broader discussions of educational technology. By explicitly linking AI and gamification to the specific goals of strengthening engagement and well-being, the paper promises to offer actionable insights into how technology can serve human-centered educational outcomes in challenging environments. The recognition of "pedagogical, organizational and relational criticalities" as distinct yet interconnected issues also suggests a comprehensive understanding of the multifaceted nature of education in hospital settings. While the abstract clearly articulates the problem and the proposed direction, the depth of the "analysis" and the specific nature of the "integration" remain open questions. For the full paper to maximize its impact, it would be crucial to detail the theoretical frameworks underpinning the use of AI and gamification in this sensitive context, and to elaborate on specific examples or case studies where these technologies could be effectively applied. Furthermore, considerations of ethical implications, data privacy, and the practical implementation challenges within the unpredictable hospital environment would significantly strengthen the contribution, moving beyond a conceptual proposal to a more robust and evidence-informed discussion of educational innovation.

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