Learning technologies and configurations of the “Algorithmic Self”
An exploratory study in an inclusive virtual museum between meaningful learning, learning communities and artificial intelligence
Parole chiave:
co-evolution pedagogy; inclusive virtual museum; meaningful learning; learning community; AI; Flipped Inclusion.Abstract
This paper presents the results of an exploratory study conducted with a university class during an experience of visiting and designing an inclusive virtual museum, interpreted through the lens of co-evolution pedagogy. In the context of transformations in work and skills (World Economic Forum, 2025–2026), higher education is increasingly required to support individuals capable of negotiating algorithmic action without uncritical delegation or technophobia. Drawing on embodied and distributed cognition and Actor-Network Theory, the virtual museum is conceptualised as a socio-technical device in which mind, environment and technologies co-produce practices, meanings and forms of participation. The research design integrates a pre-test, a post-test and a group worksheet, analysed through descriptive statistics and thematic analysis. Results show a moderately high perception of meaningful learning and, above all, a significant increase in the sense of community during the activity; representations of inclusion emphasise relational and cooperative dimensions rather than accessibility alone. With regard to AI, a pragmatic attitude prevails: AI is perceived as a support for organising ideas and enriching the experience, alongside concerns related to replacement and reliability. Implications are discussed for a radically extended pedagogy aimed at making algorithmic action visible and fostering reflective agency in immersive and non-formal learning contexts.
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Copyright (c) 2026 Alessia Sozio, Tonia De Giuseppe
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
