Work

Artificial Intelligence and Inclusive History Teaching: A Mixed-Methods Study in a Middle School in Naples

Year: 2025

Type: article

Abstract: Integrating generative artificial intelligence into classroom practice is emerging as a strategic lever for inclusive innovation, particularly in history education. This study examines the effectiveness of using the Suno.com generative audio platform, in combination with theatrical and narrative activities, within history instruction in a lower secondary (middle) school in Naples, Italy. Adopting a mixed-methods design, we involved 150 students—10 diagnosed with Autism Spectrum Disorder (ASD)—evenly assigned to experimental and control groups. Standardized instruments, including the School Engagement Questionnaire (SEQ) and the Psychological Sense of School Membership (PSSM), were administered alongside semi-structured interviews analyzed in NVivo. Results indicate a significant improvement in school engagement, motivation, and sense of belonging among students in the experimental group, with particularly positive effects for those with Special Educational Needs (SEN), including ASD. Findings suggest that, when embedded in reflective and cooperative pedagogical environments, AI can meaningfully support the development of more equitable, accessible, and personalized learning pathways, reimagining history teaching as an experiential and participatory practice.

Source: Journal of Inclusive Methodology and Technology in Learning and Teaching

Authors: Gravino, Gianluca, Badii Esposito, Federica, Ariemma, Lucia

Institution: University of Campania "Luigi Vanvitelli"

Language: English

Topic: Artificial Intelligence in Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: diamond

OpenAlex ID: W7215252018

FWCI:

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