Giulia Cosentino
Biographic Data
| ID | 5134089 |
|---|---|
| NAME | Giulia Cosentino |
| GIVEN NAMES | Giulia |
| FAMILY NAME | Cosentino |
| SIGNATURE | COSENTINO G |
| AFFILIATIONS | Department of Computer Science Norwegian University of Science and Technology Trondheim Norway |
| ORCID | 0000-0002-8560-4924 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Exploring children’s embodied interactions through digitally facilitated enactment
Technology-enhanced embodied learning has gained traction in HCI, yet deeper insights into how children’s physical actions interplay with their cognitive and emotional states remain underexplored. This study investigates MOVES-NL, an embodied digital learning environment, as a medium for advancing understanding of the dynamic relationship between movement, engagement, and cognitive processes such as stress and learning. MOVES-NL combines movement…
Hybrid teaching intelligence
As AI increasingly enters classrooms, educational designers have begun investigating students' learning processes vis‐à‐vis simultaneous feedback from active sources—AI and the teacher. Nevertheless, there is a need to delve into a more comprehensive understanding of the orchestration of interactions between teachers and AI systems in educational settings. The research objective of this paper is to identify the challenges and opportunities when A…
Generative AI and multimodal data for educational feedback
This study explores the role of generative AI (GenAI) in providing formative feedback in children's digital learning experiences, specifically in the context of mathematics education. Using multimodal data, the research compares AI‐generated feedback with feedback from human instructors, focusing on its impact on children's learning outcomes. Children engaged with a digital body‐scale number line to learn addition and subtraction of positive and …
No prominent works on this page.
Exploring children’s embodied interactions through digitally facilitated enactment
Technology-enhanced embodied learning has gained traction in HCI, yet deeper insights into how children’s physical actions interplay with their cognitive and emotional states remain underexplored. This study investigates MOVES-NL, an embodied digital learning environment, as a medium for advancing understanding of the dynamic relationship between movement, engagement, and cognitive processes such as stress and learning. MOVES-NL combines movement…
Hybrid teaching intelligence
As AI increasingly enters classrooms, educational designers have begun investigating students' learning processes vis‐à‐vis simultaneous feedback from active sources—AI and the teacher. Nevertheless, there is a need to delve into a more comprehensive understanding of the orchestration of interactions between teachers and AI systems in educational settings. The research objective of this paper is to identify the challenges and opportunities when A…
Generative AI and multimodal data for educational feedback
This study explores the role of generative AI (GenAI) in providing formative feedback in children's digital learning experiences, specifically in the context of mathematics education. Using multimodal data, the research compares AI‐generated feedback with feedback from human instructors, focusing on its impact on children's learning outcomes. Children engaged with a digital body‐scale number line to learn addition and subtraction of positive and …
Artificial Intelligence (3 works) · Computer Science (3 works) · Educational Games and Gamification (3 works) · Embodied cognition (3 works) · Mathematics education (3 works) · Psychology (3 works) · Artificial Intelligence (2 works) · Pedagogy (2 works) · Child Development and Digital Technology (1 work) · Cognitive science (1 work)