This article presents a systematic review of the literature on Digital Scholarship, aimed at better understanding the collocation of this research area at the crossroad of several disciplines and strands of research. The authors analysed 45 articles in order to draw a picture of research in this area. In the first phase, the articles were classified, and relevant quantitative and qualitative data were analysed. Results showed that three clear strands of research do exist: Digital Libraries, Networked Scholarship and Digital Humanities. Moreover, researchers involved in this research area tackle the problems related to technological uptake in the scholar's profession from different points of view, and define the field in different Á often complementary Á ways, thus generating the perception of a research area still in need of a unifying vision. In the second phase, authors searched for evidence of the disciplinary contributions and interdisciplinary cohesion of research carried out in this area through the use of bibliometric maps. Results suggest that the area of Digital Scholarship, still in its infancy, is advancing in a rather fragmented way, shaping itself around the above-mentioned strands, each with its own research agenda. However, results from the cross-citation analysis suggest that the Networked Scholarship strand is more cohesive than the others in terms of cross-citations.

This paper reports on usage and impact on learning achievements of a dashboard developed to help monitor self-regulated learning behaviours in an online professional development path. The design of the path as well as of the dashboard were grounded on a pre-existing conceptual framework distinguishing between four different types of self-regulated learning behaviours taking place in professional learning networks and underpinning professional practice sharing. One of the objectives of the path was to promote such behaviours among participants, and the dashboard was designed to support their self-monitoring. Data were collected through usage log files analysis, a survey, and pretest and posttest. The results shed light on participants' actual usage of the dashboard, their opinion regarding its usefulness in relation of its capability to measure and support their SRL processes, and the dashboard's actual impact on their learning achievements. Moreover, some limitations in the current configuration of the dashboard emerged, which can guide further development.

This paper explores the relationship between digital games and learning along the continuum from formal to informal learning. Games are an increasingly important component of our learning ecologies but their potential can prove difficult to fully harness due to the downsides of gaming in informal contexts and to the limitations games can present when adopted in formal learning contexts. The aim of this paper is to shed light on the strengths and weaknesses of games for learning, and to gather stakeholder recommendations for the main actors in the field. The adopted research approach is qualitative and participatory, involving players, teachers, parents, researchers and developers. Data from 25 interviews and 11 focus groups yielded insights into the educational, psychological and ethical aspects of play. Results suggest that gameplay influences individuals in a very personal manner, and that its effects cover a wide range of skills, extending to identity development. Hence, to harness this potential, all actors in the ecology need strong awareness of both the affordances and the risks of games, and deep respect for individuals’ LEs. The study has implications for a wide range of actors, including educators, players, researchers, parents, game developers and policymakers.

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