Abstract—Attempting to support videogames for education
and learning purposes has prompted considerable attention over
the last years. The great variety of digital games available has
provided much for educators and researchers to explore,
resulting in intense disputes that many games have benefits both
in and out of the classroom for learners of secondary school.
Many games have been revealed as strong educational tools for
their design as well as their effective implementation in the
classroom. Thus far, research on the impact and outcomes of this
pedagogy is somewhat limited, but promising. Further projects
and evaluations are required to provide the support needed in
order to encourage more teachers and schools to adopt these
practices, and the early results are to be confirmed in further
studies. Videogames are being increasingly used in initiatives to
promote personal empowerment and social inclusion of
disadvantaged students through learning and participation.
This paper describes there search for the development of
mathematical, linguistic and‘soft’ skills,in the Academic
Year2014/2015with 10 teachers and102students attending
Secondary School, 1st year, located in tough areas of Palermo
(Sicily). The project involves students and teachers, for 60 hours,
who will experience a media education training methodology for
the promotion of mathematical, linguistic and ‘soft’ skills.
Index Terms—Video games, media education, inclusive
education, research.
G. Cappuccio is with the Psichological and Educational Science
Department, University of Palermo, Italy (e-mail:
giuseppa.cappuccio@unipa.it).
Cite: Giuseppa Cappuccio, "Videogames and Inclusive Education Project in Palermo Secondary School," International Journal of Information and Education Technology vol. 7, no. 3, pp. 223-229, 2017.