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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In continuity with research on learning through mirror neurons (Rizzolatti G., Sinigaglia C. 2005), with a constructivist conviction (Bellantonio, 2014) it is stated that sports practice, as an instrument that exposes the person to multiple and different motor stimuli and perceptive is an effective medium for psychomotor development. In addition to promoting physical growth and organic development, motor skills also promote the growth of learning. It is no coincidence that psychomotor activity educates and realizes the whole of the person and constitutes an important means of interacting with it through movement. (Lapierre, A., 2001) The research group from Salerno conducted a field research involving a sample of 281 children between 6 and 8 years old, who were given the APCM-2 protocol (Sabbadini, 2005) and who were divided into three categories thanks to a survey completed through questionnaires: children who practice motor activity, children who do not practice motor activity, children who have not returned the questionnaire (group that is supposed to be mixed). It has emerged that participation in a motor activity produces positive effects on the development of the motor pattern and therefore of the person as a whole, achieving homogeneously higher scores on average than the other groups. Therefore, motor activities in school age represent a facilitator in psychomotor development as the stimulation of fundamental motor skills helps children in recreational activities by allowing them to manipulate their environmental conditions and control their own bodies. (Goodway, 2003).

The present theoretical-argumentative research is aimed to put in evidence the Italian perspective on the use of technologies for promoting inclusion in school contexts. In a society which uses technological innovations and multimediality in all the domains of everyday life, indeed, school is required to explore the potential and meaning of educational technologies. During the last years, in light of these new requirements, national and international educational policies have tried to take advantage of the opportunities offered by new technologies to create flexible educational pathways so as to ensure equal access to information and learning processes, by promoting the elimination of all barriers that deny students the right to education. In the perspective of inclusive education, technologies within the educational field can't only represent a compensatory tool to support students with disabilities or with learning difficulties, but they also definitely play a very important role in the reconfiguration of learning environments by creating the necessary conditions for the promotion of each student's differences and abilities.

In the contemporary age traditional games could be a way to debate and establish a comparison of knowledge carriers to communicate methodologies of good practices adopted and experiences in the use in the protection, conservation and safeguarding of cultural heritage. Different intellectual approaches(1,2,3)defined traditional games are an expression of a country"s cultural background, beliefs and passions as well as reflect the living conditions at the time of their creation. Traditional games seem to have developed similarly through the ages in various parts of Europe even though these were distant from each other. Traditional children's games could be goal of project to incorporate elements of traditional children's (outdoor) games in the design of an intelligent, interactive playground.