The use of Transitional Wearable Companion toys to promote children's emotional intelligence: the Emotion-Lab program-Reference-Cited by-同舟云学术

The use of Transitional Wearable Companion toys to promote children's emotional intelligence: the Emotion-Lab program

Published:2024-06-17 Issue: Volume: Page:660-664
ISSN:
Container-title:Proceedings of the 23rd Annual ACM Interaction Design and Children Conference
language:
Short-container-title:

Author:

Sardella Clara¹^ORCID,Di Marco Claudia¹^ORCID,Porcelli Martina¹^ORCID,Miozzi Jasmine¹^ORCID,Sperati Valerio²^ORCID,Ozcan Beste²^ORCID,De Luca Massimiliano³^ORCID,Pecora Alessandro⁴^ORCID,Schembri Massimiliano⁵^ORCID,Baldassarre Gianluca²^ORCID,Santilli Riccardo¹^ORCID

Affiliation:

1. Italiacamp association, Italy

2. Institute of Cognitive Sciences and Technologies, National Research Council, Italy

3. Inst. of Marine Engineering, National Research Council, INM-CNR, Italy

4. Inst. of Microelectronics and Microsystems, National Research Council, IMM-CNR, Italy

5. Institute of Cognitive Science and Technologies, National Research Council, Italy

Funder

H2020 Future and Emerging Technologies

Publisher

ACM

Link

https://dl.acm.org/doi/pdf/10.1145/3628516.3659370

Reference15 articles.

1. Reuven Bar-On. 2006. The Bar-On model of emotional-social intelligence (ESI).Psicothema 18 Suppl (2006), 13–25.

2. Marc A. Brackett and Susan E. Rivers. 2014. Transforming students’ lives with social and emotional learning. Routledge, 368–388.

3. The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

4. Schools as Developmental Contexts During Adolescence

5. World Economic Forum. 2016. New Vision for Education: Fostering Social and Emotional Learning through Technology. 36 pages.