Promuovere una formazione docente digitalmente informata: esplorare il ruolo dei Serious Games nell’apprendimento permanente e nel benessere digitale
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Abstract
Questo articolo esplora il ruolo dei Serious Games nella formazione iniziale degli insegnanti, all’interno della più ampia prospettiva dell’apprendimento permanente e del benessere digitale. Sulla base di recenti riferimenti europei, come il DigCompEdu e gli indicatori OCSE (2025), si sostiene che lo sviluppo della consapevolezza digitale dei docenti e della loro resilienza professionale richieda l’integrazione di metodologie ludiche e riflessive. Lo studio presenta i risultati di un percorso formativo sperimentale rivolto a 133 futuri insegnanti di sostegno dell’Università di Palermo. Utilizzando la Serious Games Evaluation Scale (SGES), la ricerca analizza la percezione dell’efficacia educativa e dell’usabilità. I risultati evidenziano elevati livelli di efficacia percepita dell’apprendimento e chiarezza degli obiettivi, a fronte di punteggi più bassi relativi alla motivazione e all’adeguatezza percepita dei materiali didattici. Tali esiti forniscono evidenze indirette di come ambienti di apprendimento ludico strutturati e riflessivi possano sostenere dimensioni riconducibili al benessere digitale, in particolare in termini di coinvolgimento cognitivo, autoregolazione e consapevolezza nell’uso degli strumenti digitali.
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