CNR-ITD’s scientific output is extremely varied, including software systems, platforms and databases designed and developed in-house, as well as research works published in leading journals indexed in Scopus and Web of Science. Since 1993, the institute has published the Italian Journal of Educational Technology (formerly "TD Tecnologie Didattiche"), Italy’s first and most prominent journal on educational technologies, classified as a Class A journal by the Italian National Agency for the Evaluation of Universities and Research Institutes (ANVUR).

  1. Dario; Ribotti Alberto; Arrigo Marco; Signa Alessandro; Pessini Federica; Oliva Gennaro; Pes Andrea; Perilli Angelo; Di Maio Antonia Sorgente Roberto; La Guardia.
    An Operational Supporting System for Oil Spill Emergencies Addressed to the the Italian Coast Guard.
    Journal of marine science and engineering 8:1035, 2020.
    DOI

  2. Tomonori; Mangina Eleni; Chifari Antonella; Treacy Rita; Merlo Gianluca; Chiazzese Giuseppe Tosto Crispino; Hasegawa.
    Exploring the effect of an augmented reality literacy programme for reading and spelling difficulties for children diagnosed with ADHD.
    Virtual reality (Walth. Cross), 2020.
    DOI

  3. Caruso Ferlino Dini G P L S Panesi S..
    BAMBINI IPOVEDENTI E APP: CONDIVIDERE INFORMAZIONI FORMALI E INFORMALI PER ORIENTARE LA SCELTA.
    Ricerche di pedagogia e didattica V. 15 N. 2 (2020):1–15, 2020.
    URL

  4. Fante C Benigno V..
    Hospital School Teachers\' Sense of Stress and Gratification: An Investigation of the Italian Context.
    Continuity in Education (CiE), 2020.

  5. Franceschini Fante Folli Filosa Pizza Antelmi Ingravallo Plazzi C ; C ; M C ; M ; F ; E ; F ; G..
    Giving a voice to cataplectic experience: Recollections from patients with narcolepsy type 1.
    Journal of clinical sleep medicine 16:597–603, 2020.
    URL, DOI

  6. Guglielmo Trentin.
    Apprendimento senza soluzione di continuità per una scuola più smart negli spazi ibridi: lémergenza come opportunità.
    Mondo Digitale 89, 2020.
    URL

  7. Dagnino Fante F C Benigno V..
    Exploring the Impact of the COVID-19 Pandemic on Italyś School-in-Hospital (SiHo) Services: The Teachers\' Perspective.
    Continuity in Education (CiE) 1:136–149, 2020.
    URL, DOI

  8. Parmigiani Benigno Giusto Silvaggio Sperandio D ; V ; M ; C ; S..
    E-inclusion: online special education in Italy during the Covid-19 pandemic.
    Technology, pedagogy and education, 2020.
    URL, DOI

  9. Chiara; Filardi Marco; Folli Maria Claudia; Brazzi Francesca; Pizza Fabio; DÁnselmo Anita; Ingravallo Francesca; Antelmi Elena; Plazzi Giuseppe Franceschini Christian; Fante.
    Can a Peer Support the Process of Self-Management in Narcolepsy? A Qualitative Narrative Analysis of a Narcoleptic Patient.
    Frontiers in Psychology 11, 2020.
    DOI

  10. ANNA LOIACONO IVANA MARENZI DAVIDE TAIBI FRANCESCA TURSI ANTHONY BALDRY DEIRDRE KANTZ.
    The MWSWeb Project: Accessing medical discourse in video hosting websites.
    Lingue e linguaggi (Testo stamp.) 40:433–472, 2020.
    URL, DOI

  11. Francesca Pozzi Bartolomé Rubia-Avi Juan-I. Asensio-Pérez Francesca Maria Dagnino Yannis Dimitriadis.
    The role of supporting technologies in a mixed methods research design.
    Comunicar (Huelva. Internet) Online 65:53–63, 2020.
    URL, DOI

  12. Passarelli Manganello Pozzi Dagnino Ceregini Caruso M F F F M A A Persico D..
    Automatic feedback, self-regulated learning and social comparison: a case study.
    Qwerty (Testo stamp.) 15:27–44, 2020.
    URL, DOI

  13. Andrea Ceregini Francesca Maria Dagnino Yannis Dimitriadis Francesca Pozzi Juan I. Asensio-Perez and Jeffrey Earp.
    Supporting and representing Learning Design with digital tools: in between guidance and flexibility.
    Technology, pedagogy and education (Online), pages 1–20, 2020.
    URL, DOI

  14. Passarelli Earp Dagnino Manganello Persico Pozzi Buijtenweg Haggis Bailey Perrotta M ; J ; F M ; F ; D ; F ; T ; M ; C ; C..
    The distant Horizon: Investigating the relationship between social sciences academic research and game development.
    Entertainment computing (Print) 34, 2020.
    URL, DOI

  15. Manca S..
    Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook.
    The Internet and higher education 44:1–13, 2020.
    DOI

  16. Manca S Gleason B..
    Curriculum and instruction: pedagogical approaches to teaching and learning with Twitter in higher education.
    On the horizon 28:1–8, 2020.
    URL, DOI

  17. Donatella Persico Carlo Giovannella Marcello Passarelli.
    La didattica durante la pandemia: unístantanea scattata dagli insegnanti a due mesi dal lockdown.
    Bricks (2011) 10:24–41, 2020.
    URL

  18. Doatella Persico Carlo Giovannella Macello Passarelli.
    The Effects of the Covid-19 Pandemic on Italian Learning Ecosystems: the School Teachers\' Perspective at the steady state.
    ID&A Interaction design & architecture(s) 45:264–286, 2020.
    URL

  19. Grion V Manca S..
    Partizipative Maßnahmen in sozialen Netzwerken. Potenzial und Grenzen einer Student Voice-Erfahrung.
    heiEDUCATION Journal (Online) 5:139–157, 2020.
    DOI

  20. Ferlino Lucia Panesi Sabrina Bocconi Stefania.
    Promoting Students\' Well-Being and Inclusion in Schools Through Digital Technologies: Perceptions of Students, Teachers, and School Leaders in Italy Expressed Through SELFIE Piloting Activities.
    Frontiers in Psychology 11, 2020.
    URL, DOI

  21. Trentin G Dodici S. Reyes M.C..
    I-MOOC, un MOOC interattivo personalizzabile nei tempi e nelle sequenze di fruizione dei contenuti: lópinione dei partecipanti.
    Italian journal of educational technology (Online) 28, 2020.
    DOI

  22. Persico Passarelli Manganello Gewerc Barujel Rodriguez Groba D ; M ; F ; A ; A..
    The participatory dimension of teachers\' self-regulated professional learning about learning design: beliefs versus behaviours.
    Professional development in education, 2020.
    URL, DOI

  23. Manganello Passarelli F M Persico D..
    Participatory approaches to Learning Design: the gap between theory and practice.
    ID&A Interaction design & architecture(s) 44:96–108, 2020.
    URL

  24. Haake S Rehm M. Manca S..
    Soziale Medien als digitale Räume in der Erinnerung an den Holocaust Eine Vorstudie zur Twitter-Nutzung von Holocaust-Museen und Gedenkstätten.
    Merz, Medien + Erziehung 6:62–73, 2020.
    URL

  25. Stewart Prinsloo Sangrà B P A Raffaghelli J. Manca S..
    Supporting the development of critical data literacies in higher education: building blocks for fair data cultures in society.
    International journal of educational technology in higher education 17:1–22, 2020.
    URL, DOI