This volume explores the relationship between humans and technology across a variety of contexts, with particular attention to how technology mediates interactions between individuals. It considers a wide range of settings, including education and training, professional and entertainment environments, as well as social, artistic, and economic domains. Drawing on diverse theoretical frameworks, the volume presents research conducted in several countries.

Key themes addressed here include edutainment and the future of learning; immersive experiences and their influence on human engagement with art and cultural heritage; digital and AI-mediated platforms, and the evolving on dynamics of human-human and human-machine interaction, including human-robot interaction. The volume opens with a historical and cultural overview of the human-technology relationship, and each chapter presents original empirical data alongside a review of relevant research and developments within its specific field. This structure enables readers to gain both a historical perspective and insights into emerging trends. A unifying thread throughout the volume is the focus on the cultural dimension of technology, contributing to the discussion about whether technology creates new culture or the current culture creates technology. It also discusses associated social and digital policies and potential future directions technology may take. It provides critical reflections on a rapidly evolving field of study.

The volume will be of interest to a broad audience of scholars and researchers engaged in the study of human-technology interaction and the development of related policies.

Autorentext

Maria Beatrice Ligorio is full professor at the University of Bari, Italy, where she teaches educational psychology and holds a specialist course on e-learning. Her main research interests include collaborative learning and socio-constructivism, educational technology, innovation in education, communities, the relationship between identity and learning, emotions in learning, intersubjectivity, blended learning, dialogic and trialogical approaches, virtual environments, and knowledge construction. She has more than 200 publications to her credit, including scientific articles in national and international journals, chapters and edited books. She was a member of the Executive Committee of the European Association for Research in Learning and Instruction (EARLI) and of the International Society of Cultural-Historical Activity (ISCAR).