Magika is an interactive Multisensory Environment that enables new forms of playful interventions for children, especially those with Special Education Needs. Designed in cooperation with more than 30 specialists at local care centers and primary schools, Magika integrates digital worlds projected on the wall and the floor with a gamut of "smart" physical objects (toys, ambient lights, materials, and various connected appliances) to enable tactile, auditory, visual, and olfactory stimuli. The room is connected with an interface for educators that enables them to: control the level of stimuli and their progression; define and share a countless number of game-based learning activities; customize such activities to the evolving needs of each child. This paper describes Magika and discusses its potential benefits for play, education and inclusion. CCS CONCEPTS • Applied computing → Interactive learning environments; • Human-centered computing → Displays and imagers; Accessibility systems and tools; • Social and professional topics → People with disabilities; Children; • Hardware → Tactile and hand-based interfaces; • Computer systems organization → Sensors and actuators.

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The inexorable technological evolution, supported by the growing adoption of digital products, is progressively transforming the canonical physical objects into experiential objects while changing the way we interact and relate to the real world [1]. This change is generating new lifestyles, new opportunities, and new design challenges. Through increasingly smart and interconnected objects, it is possible to create shared activities and experiences that overcome the barrier of the "tangible", to land in increasingly immersive and attractive environments. Such interactions amplify the need to create meaningful content, extending our perception beyond purely physical reality.Starting from a research on "Corrugated cardboard and Digital technologies" carried out at the School of Design of the Politecnico di Milano, in collaboration with a leading company in the packaging sector in Italy, we examined corrugated cardboard from different points of view.From the analysis carried out, we were able to see how, still today, corrugated cardboard is perceived as a cheap material with little value. But the same material, when placed in a digital scenario, could acquire value by giving tangibility to immersive digital experiences.From these considerations derives the neologism "cardboardification", a transformation that enhances corrugated cardboard to technologically advanced material, evolving from a container of physical elements to a container of digital content.As technologies change, so do formats and quality of content, dematerialising and giving rise to new customisable experiences that are potentially useful in mitigating the differences between users. In a broad and changing framework, learning is also undergoing important changes, leaving great room for improvement, especially considering the generational and skills gap between immigrants and digital natives [2].Digitisation allows for a vast amount of innovative content that can activate parallel learning processes, without replacing the canonical teaching activities proposed by educators. In this logic, our proposal aims to outline elements that, through play and cardboardification, accompany the educational processes useful for the growth of the child, not only by making available digital content, but tangible augmented experiences that act as a bridge between the physical and the virtual [3].

Sexually explicit material (SEM) is easily accessed by adolescents. This cross-sectional study examined the characteristics of 413 Italian adolescents (aged 17-22, 55% female) who use SEM. We examined the associations of SEM use with relationship status, religiosity, and emotional intelligence. All of the respondents reported accessing SEM while underage, with males using SEM more than females and accessing SEM at an earlier age; earlier exposure to SEM was also found to influence later SEM use. The reasons for watching pornography also differed be-tween the genders. There was a partial connection between the EQ-I:YV, SEM use, and recent sexual activity. The gender differences in terms of the prevalence and reasons for the use of SEM may be connected to a more general gender cultural stereotype.

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