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Children are immersed in a world that is characterized by the continuous interplay of physical and digital dimensions, material objects and virtual realities. This article is centered on an experience with a group of 9-11 year old children where they worked on a shared project that they created together from the beginning, based on the constant flow of ideas and cooperation between individuals, small groups and the larger group, in dialogue with time, between real and virtual dimensions. The role of the adult as an attentive, participatory observer, resource and co-researcher with the children created an inclusive, child-centered atmosphere which kept the children’s relationships and collaboration with each other at the heart of the experience. The digital realm was a resource and a material that enhanced the children’s play, their ideas and allowed them to give shape to their project by broadening their range of action and the expressive possibilities. Using digital materials and tools and the effects they produced created a playful, immersive and narrative setting which inspired the children to interact with, play with, study, design and modify a hybrid reality which was both physical and digital at the same time.


Art Education Digital Realm Physical Msaterials Hybrid Context Children's Play Group Learning Reggio Children Approach

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How to Cite
Di Rocco, E., Coe, J., Selleri, F., & Cavalieri, S. (2021). Moving between the boundaries of physical and digital contexts: a case study about a shared project by a group of children. Journal of E-Learning and Knowledge Society, 17(3), 146-154.


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