https://www.je-lks.org/ojs/index.php/Je-LKS_EN <h1 class="page-header" style="font-family: Raleway; margin-top: -50px;">Bibliometrics</h1> <p style="font-size: 18px; margin-top: -20px;"><strong>Italian ANVUR Ranking<br></strong>A-Class for Sector 10, 11-D1 and 11-D2</p> <p style="font-size: 18px; margin-bottom: -0px;"><strong>Publish-or-Perish (reference date: August 1st, 2025)<br></strong>- <strong>Scopus</strong> H-Index: <strong>28<br></strong>- <strong>Google Scholar</strong> H-Index: <strong>42<br><br></strong><strong>Scopus (from 2009; reference year: 2025; reference date: May 5th, 2026)<br></strong>- Citescore (2025): <strong>2.4</strong><br>- CiteScore <span style="text-decoration: underline;">Rankings (2025)&nbsp;</span><br>&nbsp; -&gt; <strong>Education:</strong> <strong>Q2</strong>, <strong>54th percentile</strong> (#776 out of 1698);<br>&nbsp; -&gt; <strong>Computer Science Applications:</strong> <strong>Q3, 40th percentile</strong> (#608 out of 1022);</p> <p style="font-size: 18px; margin-bottom: -45px;"><strong>Clarivate Web of Science (from 2015; reference date: December 31th, 2025)<br></strong>- Journal Citation Indicator: 0.36<strong><br></strong>- Category Rank: Q3, #524 out of 762 (Education and Educational Research)</p> <p style="font-size: 18px; margin-bottom: -45px;">&nbsp;</p> en-US <p>The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.<br>The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS. <br>The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.<br>The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.<br>The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.</p> <p>The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.</p> <p>For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code</p> [email protected] (Annamaria DE SANTIS (Managing Editor)) [email protected] (Je-LKS Staff) Mon, 31 Aug 2026 15:51:08 +0000 OJS 3.1.2.1 http://blogs.law.harvard.edu/tech/rss 60 https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1136266 <p class="JELKS-Abstracttext"><span lang="EN-US" style="color: windowtext;">The relationship between adolescents and digital technologies is a widely debated topic, often framed in terms of prohibitionist approaches on one hand, and digital empowerment on the other. However, as digital engagement becomes an integral part of everyday life, fostering critical thinking and responsible media use appears more effective than restrictive strategies. This paper presents a Media Education project aimed at empowering adolescents in their use of digital tools. The educational intervention was conducted in a lower secondary school, involving 238 students, and included interactive classroom sessions, debates, and playful activities such as video games and avatar creation. The pedagogical approach prioritised active student participation over traditional top-down instruction. A final questionnaire assessed both student satisfaction and the skills acquired. Results from correlation analysis and MANOVA indicate that interactive and playful activities significantly contributed to overall course satisfaction. These findings support recent theories suggesting that playful, participatory learning environments enhance students’ motivation and interest, promoting their immersion in educational contexts.</span></p> Silvia Serraiocco, Simone Pinetti, Alessia Cadamuro, Elisa Bisagno Copyright (c) 2026 Italian e-Learning Association (SIe-L) https://creativecommons.org/licenses/by-nc-sa/4.0 https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1136266 Mon, 17 Aug 2026 17:23:12 +0000