The tight connection which occurs between entertainment and education has originated what is defined edutainment which can be considered as a continuous and innovative brain-training, which stimulates, in an interactive way, the capacity to combine attention and motivation to explore and learn. The role of games in learning is a common topic in research. The various games linked to the edutainment mechanism, in particular, have been analyzed to understand in what way and to which extent they can facilitate study, development of memory, attention, motivation and other cognitive processes as well as spatial abilities. The aim is the definition of “edutainment” as a branch of e-learning which promotes learning process in school, extra-school and didactic field in general, in a playful way, through multimedia applications. The idea of encouraging the integration of game, technology and learning is new and at the same time complex for its educational aims. At international level, United States Department of Education, with the cooperation of educational agents and teachers, recently developed a statistical table of the results reached by an important project for the creation of modules for the learning through Internet. Shown below there are information about the results of this project that were used to be transferred on a national level to start and implement the same project. The interactive technologies, really because they turn the users into actors, they can involve and entertain reducing the gap between the teacher/communicator, standing out as leader of knowledge, and the pupil receiving the information.

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Cloud computing is a metaphor that suggests the perspective of being able to be connected anywhere, evoking on the one hand the complex technological infrastructure and suggesting on the other as the physical location of users and resources loses relevance, creating endless connections and endless ways to interact in the network. The aim of this work is to investigate the educational potential arising from the creation of networks that encourage learning through web 2.0. The development of learning networks that generate interconnections between different users can transform schools and universities in communities of practice, characterized by an open and multidimensional learning environment. Cloud learning combines the ability to tap into resources distributed information in context, turning a diverse set of applications on mobile digital devices in a personal learning tool. In particular, the cloud learning appears to offer an effective tool for the development of key competences identified by the European framework.

This experience of psycho-emotional education is part of more extensive international researches based on the hypothesis that the “emotional experience”, if inserted in the daily conduct of the school curriculum, especially in the nursery school one, represents an excellent training opportunity, since it fosters the learners' best perception of the self, thus strengthening their expressive and communicative attitude. On the basis of Social and Emotional Learning (SEL) principles and inspired by a previous experience carried out by the Department of Human Science for training, this experimental project has been put into practice by some nursery schools in RC, thus providing very interesting data for the confirmation of the hypothesis. It has been also developed a study on the affective computing and the cognitive computing pursuing a new perspective that exceeds the traditional vision of what is defined as artificial intelligence and analyzes intelligence and aspects of perceptions, often neglected, with a methodological approach considering the emotional processes as important as the cognitive ones

Problem statement: Dyslexia is defined as a syndrome belonging to Specific Learning Disorders, DSA code F81.0. Its most visible manifestation is the difficulty that subjects have to correctly read out loud and quickly. These impediments are not due to lack of linguistic intellectual abilities, not education, or properly to external causes sensory deficits. Approach: The objective was oriented in the verification, in the construction and examination of courses and projects likely to involve the recognition and social relationships, education of dyslexic children in relation to which still struggles to make a path of inclusion, integration and full acceptance in any context and priority in school. Results: Following a Memorandum of Understanding between the Ministry of Education, the Foundation Telecom Italy and the Italian Dyslexia signed in Italy, has been pursued for the purpose of promoting research-action on the DSA from the local school. Conclusion: The main parameters that we propose pay attention to cognitive factors, emotional and relational processes that underlie learning designed.