Gianluca Merlo

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Roma

Gianluca Merlo

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Curriculum vitae

EDUCATION

23/01/2016-18/06/2021 Postgraduate Diploma in Functional Psychotherapy

Scuola Europea di Specializzazione in Psicoterapia Funzionale, Catania (Italia)

01/11/2015–30/11/2015 Developing Data Products - Coursera Verified Certificate

John Hopkins University

01/08/2015–31/08/2015 Statistical Inference - Coursera Verified Certificate

John Hopkins University

01/08/2015–31/08/2015 Statistical Inference - Coursera Verified Certificate

John Hopkins University

01/06/2015–30/06/2015 Reproducible Research - Coursera Verified Certificates

John Hopkins University

01/05/2015–31/05/2015 Exploratory Data Analysis - Coursera Verified Certificates

John Hopkins University

01/03/2015–31/03/2015 Getting and Cleaning Data - Coursera Verified Certificate

John Hopkins University

01/02/2015–28/02/2015 R Programming - Coursera Verified Certificates

John Hopkins University

01/12/2014–31/12/2014 The Data Scientist's Toolbox - Coursera

John Hopkins University

01/12/2014–31/12/2014 Understanding Research Methods – Coursera

University of London

20/04/2009–20/04/2009 Zend Certified Engineer - PHP5

Zend Technologies Ltd

22/10/2008–02/2009 Upper intermediate

John Milton – Kennedy School, Palermo (Italia)

28/07/2005–04/08/2005 Licensed Practitioner of Neuro-Linguistic Programming

NPL Italy – La Programmazione Neuro-linguistica originale di R. Bandler e J. Grinder in Italia, Milano (Italia)

1996–2003 Laurea in psicologia clinica e di comunità

Università degli Studi di Palermo, Facoltà di Scienze della Formazione, Palermo (Italia)

PROFESSIONAL EXPERIENCE

27/12/2018–present Researcher

Istituto per le Tecnologie Didattiche, Consiglio Nazionale delle Ricerche, Palermo (Italy)

Research activity:

▪ Development of evidence-based monitoring systems in the areas of neurodevelopmental disorders

(BeHave project: BEHAViour management models across Europe; ERASMUS + - KA2 Strategic Partnership for school education)

▪ Development of technological systems for the promotion and enhancement of positive behaviors at school (BASE

Project: Behavioral Assessment to Improve School Environment; ERASMUS + - KA2 Strategic Partnership for school education)

▪ Development collaboration for the integration of the WHAAM system within the AHA project (AdHd Augmented; European Commission for Pilot Project: Technologies and Tools for Children and Young People with Attention-Deficit Hyperactivity Disorder (ADHD), under Grant Agreement No. 30-CE-0885096 / 00-34 (ADHD2016-13))

▪ Participation in the activities of the ARETE project (Horizon 2020 research and innovation program under grant agreement No 856533).

▪ Analysis and study of emotional skills at the time of COVID-19

01/07/2009–26/12/2018 Fixed-term researcher

Istituto per le Tecnologie Didattiche, Consiglio Nazionale delle Ricerche, Palermo (Italy)

Research activity:

▪ Development of evidence-based monitoring systems in the areas of neurodevelopmental disorders (BeHave project: BEHAViour management models across Europe; ERASMUS + - KA2 Strategic Partnership for school education)

▪ Development of technological systems for the promotion and enhancement of positive behaviors at school (BASE Project: Behavioral Assessment to Improve School Environment; ERASMUS + - KA2 Strategic Partnership for school education)

▪ Collaboration in the design of a technological solution based on augmented reality a starting from an existing web-based literacy program (AHA Project: AdHd Augmented; Directorate-General for communication networks, content, and technology)

▪ Development of software environments for the monitoring, management, and self-regulation of emotions using mobile devices (Edutainment project: education and entertainment in teaching laboratory for skills funded by the Sicilian Region)

▪ Implementation of web-based software for the training course in reading and comprehension some text

▪ Analysis and study of Lifelong Learning experiences in Italy, with particular attention to processes socio-cognitive (Mobile Technologies in Lifelong Learning: Best practices; National Lifelong Learning Strategies (NLLS) -Transversal program - Key Activity1: Policy Cooperation and Innovation of the Lifelong Learning Program)

20/02/2006–30/06/2008 Researcher

Fondazione RUI, Via Domenichino, 16, 20149 Milano (Italia)

Research activity:

▪ Design, implementation and testing of training courses, aimed at testing prototypes of educational environments for distance learning as part of the CORFAD project.

Orari di ricevimento

Il ricevimento si svolgerà in videoconferenza attraverso Google Meet il lunedì dalle 14 alle 16 previa prenotazione via email.

Didattica e insegnamenti

Insegnamento Anno accademico CFU

INFORMATICA PER L'INCLUSIONE - MOD. 2

2023 / 2024

6

Tutte le pubblicazioni

Articoli in riviste

  1. Lavanco, G., Novara, C., Merlo, G. (2004). Aiutarsi e comunicare via Internet: un contributo di ricerca sul supporto sociale online. Psicotech, 1-2, 59-74.
  2. Chifari A.; Merlo G.; Ottaviano S. (2005). Un modello per la progettazione di ipermedia didattici. Orientamenti pedagogici, 52, 147-160.
  3. Chiazzese, G., Ottaviano, S., Merlo, G., Chiari, A., Allegra, M. & Todaro, G. (2006). Surfing hypertexts with a metacognitive tool. Informatica, 30(4), 439-445.
  4. Chiazzese, G., Merlo, G., Seta, L., Ottaviano, S., Chifari, A., Allegra, M., Todaro, G., Ciulla, G. (2008). GYM2LEARN – A Web Annotation System for Text Comprehension. In Learning Technology Newsletter, vol. 10(1), pp.11-13. Retrieved March 23, 2008, from http://lttf.ieee.org/learn_tech/
  5. Chifari, A.; Merlo, G.; Ottaviano, S., Samperi, V. (2008). Sordità e comprensione del testo in rete: studio di un caso. Difficoltà di apprendimento, 4/1, 225-237.
  6. Chifari A.; Chiazzese G.; Seta L.; Merlo G.; Ottaviano S.; Allegra M. (2010). A Reflection on Some Critical Aspects of Online Reading Comprehension. Informatica (Ljublj.), 34, 491-495.
  7. Seta L.; Chiazzese G; Chifari, A.; Merlo G., Ottaviano, S.; Allegra, M. (2010). Lettura e comprensione online: da un modello allo sviluppo di un sistema. TD. Tecnologie didattiche, 49, 29-40.
  8. Arrigo M., Seta L., Fulantelli G., Di Giuseppe O., Taibi D., Gentile M. & Merlo G. (2011). Le tecnologie mobili dell'apprendimento permanente, il progetto MOTILL. Formare (Online), 73.
  9. Chifari A.; Chiazzese G.; Seta L.; Merlo G.; Ottaviano S.; Allegra M. (2011). A Reflection on Some Critical Aspects of Online Reading Comprehension. Upgrade (Engl. ed.), 1, 69-74.
  10. Merlo G., Ottaviano S., Allegra M., Chiazzese G., Chifari A., Seta L. (2011). Addestramenti metacognitivi: rassegna dei programmi tradizionali e linee guida per una implementazione web-based. Psicologia dell'educazione, 5, 67-80.
  11. Merlo, G., Chifari, A. (2015). SMART Diary: uno strumento per promuovere il benessere socio- emotivo a scuola. TD Tecnologie Didattiche, 23(1), 50-54.
  12. Merlo G., Chiazzese G., Spachos D. (2016). Monitoraggio comportamentale a scuola e in famiglia: l'applicazione WHAAM. TD Tecnologie Didattiche, 24(1).
  13. Merlo, G., Chiazzese, G., Sanches-Ferreira, M., Chifari, A., Seta, L., McGee, C., ... & Giammusso, I. (2018). The WHAAM Application: a Tool to Support the Evidence-Based Practice in the Functional Behaviour Assessment. Journal of Innovation in Health Informatics, 25(2), 63-70. http://dx.doi.org/10.2196/medinform.7799
  14. Merlo, G., Chiazzese, G., Taibi, D., & Chifari, A. (2018). Development and Validation of a Functional Behavioural Assessment Ontology to Support Behavioural Health Interventions. JMIR medical informatics, 6(2).
  15. Sanches-Ferreira, M., Alves, S., Silveira-Maia, M., Santos, M., Tosto, C., Chifari, A., ... & Merlo, G. (2021). A Systematic Review of Behavioral Interventions for Elementary School Children with Social, Emotional and Behavioral Difficulties: Contributions from Single-Case Research Studies. European Journal of Educational Research10(1), 241-259. https://doi.org/10.3389/fpsyg.2021.764347
  16. Tosto, C., Hasegawa, T., Mangina, E., Chifari, A., Treacy, R., Merlo, G., & Chiazzese, G. (2021). Exploring the effect of an augmented reality literacy programme for reading and spelling difficulties for children diagnosed with ADHD. Virtual Reality25, 879-894.https://doi.org/10.3389/fpsyg.2021.764347
  17. Merlo, G., Nicastro, L., & Taibi, D. (2021). Psychotherapy as a Moderator of the Relationship Between Coping Strategies and Anxiety During the COVID-19 Pandemic. Frontiers in Psychology12, 764347. https://doi.org/10.3389/fpsyg.2021.764347
  18. Merlo, G., Chifari, A., Chiazzese, G., Denaro, P., Firrera, N., Savio, N. L., ... & Seta, L. (2023). The BEHAVE application as a tool to monitor inclusive interventions for subjects with neurodevelopmental disorders. Frontiers in Psychology13, 943370.https://doi.org/10.3389/fpsyg.2022.943370
  19. Merlo, G., & Jaforte, L. (2024). Artistic Swimming and School Engagement: the Mediating Role of Metacognition and Technology. In Frontiers in Education, 8, 1271006. https://doi.org/10.3389/feduc.2023.1271006

Abstract in rivista

  1. Merlo, G., Chiazzese, G., Sanches-Ferreira, M., McGee, C., Doherty, G., Spachos, G.(2015). The WHAAM application: An evidence-based application to support behavioural interventions. Attention deficit and hyperactivity disorders (Print), 7, 41-41.

Libri, Capitoli di libri

  1. Merlo, G., Novara, C. (2004). Reti di supporto sociale on line ed off line. Due strategie di aiuto parallele in soggetti non sintomatici. In C. Novara, M. Mandalà, Le Comunità possibili, Centro Siciliano Sturzo, Palermo.
  2. Chiazzese, G., Ottaviano, S., Merlo, G., Chifari, A., Allegra, M., Seta, L., & Todaro, G. (2006). Metacognition in web-based learning activities. In Informatics Education–The Bridge between Using and Understanding Computers (pp. 290-298). Springer Berlin Heidelberg.
  3. Merlo, G., Seta, L., Ottaviano, S., Chifari, A., Chiazzese, G., Allegra, M., Todaro, G., Ciulla, G. (2007). Gym2Learn: Un sistema di annotazione per la creazione di percorsi di apprendimento in rete Internet. In Istituto per le Tecnologie Didattiche, ITD (Ed.) (2007), Laboratori di tecnologie didattiche. Parma, Italy.
  4. Chiazzese G., Chifari A., Merlo G., Ottaviano S., Seta L. (2008) Metacognition for enhancing online learning. In H. Wayne, D. Gasevic & M. D. Lytras (Eds), Technology Enhanced Learning: Best Practices.
  5. Merlo, G., Seta, L., Ottaviano, S., Chifari, A., Chiazzese, G., Allegra, M., Todaro, G., Ciulla, G. (2008). Gym2Learn: esperienze di apprendimento metacognitivo in rete. In Istituto per le Tecnologie Didattiche, ITD (Ed.) (2008), Laboratori di tecnologie didattiche. Esplorare Metodi e Tecnologie per l'Insegnamento e l'Apprendimento. Palermo, Italy.
  6. Merlo, G., Seta, L., Ottaviano, S., Chifari, A., Chiazzese, G., Allegra, M., Todaro, G., Ciulla, G. (2008). Gym2Learn. A web annotation system to support metacognitive learning skills.In Istituto per le Tecnologie Didattiche, ITD (Ed.) (2008), Emerging Educational technologies and Practices. Palermo, Italy. ISBN:97888903133-3-2

Monografie, Edizione critiche con ISBN

  1. Alves S., Bamidis P., Bilbow A., Callahan A., Chiazzese G., Chifari A., Denaro P., Doherty G., Janegerber S., McGee C., Merlo G., Myttas N., Nikolaidou M., Rinaldi R., Sanches-Ferreira M., Santos M., Sclafani M., Seta L., Silveira- Maia M. (2013). Web Health Application for Adhd Monitoring Context - Driven Framework. CNR-Istituto per le tecnologie didattiche.
  2. Alves S., Bamidis P., Bilbow A., Chiazzese G., Chifari A., Denaro P., Di Giuseppe O., Doherty G., McGee C., Merlo G., Nikoladau M., Sanches-Ferreira M., Santos M., Seta L., Silvera-Maia M., Spachos D. (2015). WHAAM A new online service supporting parents and teachers of children with ADHD.

Contributi in atti di convegno

  1. Chiazzese, G., Ottaviano, S., Merlo, G., Chifari, A., Allegra, M., Seta, L., Todaro, G. (2006). A Tool To Activate Metacognitive Strategies During Web Surfing: A Pilot Study. CD Proceeding of ISSEI Conference, The European Mind: Narrative and Identity, Workshop on Developing Creativity and a Broad Mental Outlook in the Computer Age, CBMO-2006,26-29 July, Malta, 2006.
  2. Merlo, G., Seta, L., Ottaviano, S., Chifari, A., Chiazzese, G., Allegra, M., Todaro, G. (2007). Guiding students to acquire strategies for Web Learning through Gym2Learn. Proceeding of E-Learn 2007: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, Quebec City, Canada, October 15-19.
  3. Merlo, G., Seta, L., Ottaviano, S., Chifari, A., Chiazzese, G., Allegra, M., Todaro, G., Ciulla, G. (2007). Note-taking with Gym2learn: helping students to use online text comprehension strategies. Proceedings of IADIS CELDA Conference: Cognition and Exploratory Learning in Digital Age, Algarve, Portugal, December 7-9.
  4. Seta, L., Chiazzese, G., Merlo, G., Ottaviano, S., Ciulla, G., Allegra, M., Samperi, V., Todaro, G.(2008). Multimodal annotation to support Web learning activities. Proceedings of MIMIC'08:2nd International Workshop on Management and Interaction with Multimodal Information Content. Turin, Italy, September 1-5. https://doi.org/10.1109/DEXA.2008.68
  5. Ottaviano S., Chifari A., Seta L., Chiazzese G., Merlo G., Allegra M. (2009) A new model for online reading comprehension research. In M. Bohanec et al. (eds). Proceedings of the 12th International Multiconference Information Society – IS 2009 (Ljubljana, Slovenia, 12-16 ottobre 2009). Institut JoÏef Stefan, pp. 440-443.
  6. Allegra M.; Seta L.; Chiazzese G.; Merlo G.; Ottaviano S.; Todaro G.; Chifari A. (2010). Cognitive Web Annotation Using Multiple Sensory Channels in Eighth IASTED International Conference Web-based Education, Sharm El Sheikh, Egypt, March 15 - 17, 2010. http://dx.doi.org/10.2316/P.2010.688-024
  7. Arrigo, M., Dal Grande, V., Denaro, P., Di Giuseppe, O., Fulantelli, G., Gentile, M., Merlo, G., Seta, L., Taibi, D. (2010). Mobile Technologies in Lifelong Learning: the MOTILL Project. Proceeding of the 6th Hungarian National and International Lifelong Learning Conference (Pécs - Hungary, 29-30 April 2010), pp.419-435.
  8. Ottaviano, S., Merlo, G., Chifari, A., Chiazzese, G., Seta, L., Allegra, M., & Samperi, V. (2010). The deaf and online comprehension texts, how can technology help?. In Computers Helping People with Special Needs (pp. 144-151). Springer Berlin Heidelberg.https://doi.org/10.1007/978-3-642-14100-3_23
  9. Seta L., Taibi D., Fulantelli G., Arrigo M., Di Giuseppe O., Gentile M. and Merlo G. (2010). Mobile Learning for Lifelong Learning projects in the Italian context in mLearn 2010 Mobile Learning, La Valletta, Malta, 20-22 October 2010.
  10. Terminello, A., D'Amico, A., Chifari, A. & Merlo, G. (2012). Meta-emotive intelligence,mindfulness and scholastic learning: A treatment study. In M. Cantoia, B. Colombo, A. Gaggioli, & B. Girani De Marco (Eds.), Metacognition 2012. Proceedings of the 5th biennial meeting of the EARLI special interest Group 16 Metacognition (p.163), Milano 5-8 Settembre. Milano, IT: EDUCatt.
  11. Spachos, D., Chifari, A., Chiazzese, G., Merlo, G., Doherty, G., & Bamidis, P. (2014, November). WHAAM: A mobile application for ubiquitous monitoring of ADHD behaviors. In Interactive Mobile Communication Technologies and Learning (IMCL), 2014 International Conference on (pp. 305-309). IEEE. https://doi.org/10.1109/IMCTL.2014.7011153
  12. Sanches-Ferreira, M., Chifari, A., Santos, M., Silveira-Maia, M., Alves, S., Merlo, G., Seta, L., Chiazzese, G. (2015). The design of an e-learning module centered in the use of an innovative web health application for attention deficit hyperactivity disorder monitoring. Proceedings of 9th International Technology, Education and Development Conference, Madrid, Spain, 2-4 March 2015.
  13. Taibi, D., Chiazzese, G., Merlo, G., & Seta, L. (2015). An ontology to support evidence-based Functional Behavioral Assessments (No. e1342). PeerJ PrePrints. https://doi.org/10.7287/peerj.preprints.1098v1
  14. Chifari, A., Merlo, G., Chiazzese, G., Seta e L. (2016) “La tecnologia a supporto degli interventi comportamentali evidence-based per l'ADHD: l'applicazione WHAAM”, Journal of applied radical behavior analysis (Online), ISSN 1825-2001, edito da A. A. R. B. A (Milano, Italia), pagg. 22-26.
  15. Chiazzese, G., Mangina, E., Chifari, A., Merlo, G., Treacy, R., & Tosto, C. (2018, December). The AHA project: An evidence-based augmented reality intervention for the improvement of reading and spelling skills in children with ADHD. In International Conference on Games and Learning Alliance (pp. 436-439). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-11548-7_44
  16. Merlo, G., Chiazzese, G., Chifari, A., Mirisola, A., Giammusso, I., Sanches-Ferreira, M., ... & van Oort-Hall, M. (2019). The BEHAVE application: an evidence-based tool to manage social emotional behavioural difficulties. In EDULEARN19 Proceedings (pp. 5495-5502). IATED. https://doi.org/10.21125/edulearn.2019.1344
  17. Chiazzese, G., Mariscalco, E., Chifari, A., Merlo, G., Goei, S. L., Mangina, E., ... & Seta, L. (2019, June). The BASE system: a digital behavioral assessment tool for school environment. In EdMedia+ Innovate Learning (pp. 349-354). Association for the Advancement of Computing in Education (AACE).
  18. Mariscalco, E., Merlo, G., Chiazzese, G., Chifari, A., Goei, S. L., Mangina, E., ... & Seta, L. (2019). The Base System: A School-Wide Positive Behaviour Support Tool To Facilitate Evidence-Based Digital Intervention Practices. In EDULEARN19 Proceedings (pp. 5743-5750). IATED. https://doi.org/10.21125/edulearn.2019.1395
  19. Chiazzese, G., Mangina, E., Tosto, C., Treacy, R., Chifari, A., & Merlo, G. Supportare l’Apprendimento della Lettura e della Scrittura attraverso la Realtà Aumentata in Bambini con Disturbo da Deficit di Attenzione e Iperattività: Il Progetto AdHd-Augmented (AHA) in Didamatica 2019 (pp. 23–32), AICA-Associazione Italiana per l'Informatica ed il Calcolo Automatico. https://www.aicanet.it/documents/10776/2659822/Atti+didamatica+2019/579b4eb6-ebc2-4864-85ab-cb461e8acdb6
  20. Tosto, C., Hasegawa, T., Chiazzese, G., Treacy, R., Merlo, G., Chifari, A., & Mangina, E. (2019). AHA-ADHD Augmented – Participants’ Characteristics. In EDULEARN19 Proceedings (pp. 5637-5645). IATED. https://doi.org/10.21125/edulearn.2019.1376
  21. Merlo, G., Chifari, A., Chiazzese, G., Taibi, D., Alves, S., McGee, C., ... & Seta, L. (2020). Introducing evidence-based practices to manage problem behaviours at school: the BEHAVE application. In European Conference on E-Learning (pp. 335-343). Academic Conferences International Limited. https://doi.org/ 10.34190/EEL.20.049
  22. Merlo, G., Jaforte, L., & Taibi, D. (2022, June). Reaction Times and Performance Variability in Touch and Desktop Users During a Stroop Task. In International Conference on Human-Computer Interaction (pp. 186-193). Cham: Springer International Publishing.https://doi.org/10.1007/978-3-031-06388-6_25

Abstract in atti di convegno

  1. Terminello, A., D'Amico, A., Chifari, A. & Merlo,G. (2012). Meta-emotive intelligence, mindfulness and scholastic learning: A treatment study. In M. Cantoia, B. Colombo, A. Gaggioli, & B. Girani De Marco (Eds.), Metacognition 2012. Proceedings of the 5th biennial meeting of the EARLI special interest Group 16 Metacognition (p.163), Milano 5-8 Settembre. Milano, IT: EDUCatt.
  2. Chifari A., Merlo G. (2012). SMART Diary: un dispositivo mobile per l'automonitoraggio cognitivo- comportamentale. Atti del XVI Congresso "Benessere e consapevolezza in psicoterapia. Nuove tendenze nell'Approccio Cognitivo e Comportamentale". Montesilvano 25-28 Ottobre 2012, Perugia.
  3. Taibi, D., Chiazzese, G., Merlo, G., & Seta, L. (2015). An ontology to support evidence-based Functional Behavioral Assessments (No. e1342). PeerJ PrePrints.

Poster

  1. Merlo G., Novara C., Lavanco G. (2004). Reti di supporto sociale online ed offline. Due strategie di aiuto parallele in soggetti non sintomatici. V Congresso Nazionale di Psicologia di Comunità, Palermo Giugno, 2004.
  2. Sanches-Ferreira, M., Santos, M., Alves, S., Silveira-Maia, M., Chifari, A., & Merlo, G. (2014). Parents, Teachers & Psychologists – Putting all together in supporting children with ADHD – Web Health Application for ADHD Monitoring. Poster session presented at IV Encontro de Instituições e Unidades de e-learning do Ensino Superior, ELIES2014 (Meeting of E-Learning in Colleges and University Institutions), promoted by the Faculty of Medicine, University of Porto, November 26th, Porto.
  3. Sanches-Ferreira, M., Chifari, A., Santos, M., Silveira-Maia, M., Alves, S., & Merlo, G. (2014). Parents, Teachers & Psychologists – Putting all together in supporting children with ADHD – Web Health Application for ADHD Monitoring. Poster session presented at the Congresso Ibérico Entre a Psicologia e a Educação Especial (Iberian Congress Between Psychology and Special Education), promoted by the Portucalense University, November 14th, Porto.
  4. Merlo G., Chiazzese G., Sanches-Ferreira M., McGee C., Doherty G., Spachos D.(2015). The WHAAM application: An evidence-based application to support behavioural interventions in 5th World Congress on ADHD From Child to Adult Disorder, Glasgow - Scotland, 28-31 May 2015.
  5. Chifari, A., Merlo, G., Chiazzese, G., Alves, S., Bilanin, S., Giammusso, I., Lo Savio, N., McGee, C., van Oort-Hall, M. (2019). BEHAVE: a tool to support the application of Functional Behavioural Difficulties in school setting. Poster presented at 3rd International Conference on Childhood and Adolescence (ICCA) and 6th annual meeting of the Social Paediatric Subcommittee (SPS-SPP) of the Portuguese Society of Paediatrics. Fundação Dr. António Cupertino de Miranda, Porto Portugal, 23-25 January 2019.
  6. Chifari A., Treacy R., Chiazzese G., Mangina E., Tosto C. Merlo G. (2019) The AHA project: Augmented Reality and training of reading and spelling skills in children with ADHD. In AIDAI XII Italian Congress on ADHD 9-10 May 2019, Palermo Italy.
  7. Chiazzese G., Merlo G., Mangina E., Treacy R., Tosto C., & Chifari A (2019) Monitoring the English reading and spelling skills and off task behavior of children with ADHD using the AHA Augmented Reality System: A pilot project. In International Step by Step Association (ISSA) Conference.
  8. Chifari, A., Merlo, G., Chiazzese, G., Alves, S., Bilanin, S., Giammusso, I., Lo Savio, N., McGee, C. & Oort-Hall M.V. BEHAVE: A tool to support the application of functional behavioural difficulties in school setting. In International Conference on Childhood and Adolescence–ICCA 2019.
  9. Chiazzese G., Mangina E., Chifari A., Merlo G., Treacy R., Tosto C. (2018) The AHA projct An Evidence-based Augmented Reality Intervention fro the improvement of reading and spelling skills in children with ADHD Games and Learning Alliance. GALA 2018, 5-7 December, Palermo, Italy.
  10. Chifari A., Treacy R., Chiazzese G., Mangina E., Tosto C., Merlo G. Il progetto AHA: Realtà Aumentata e promozione delle abilità di letto-scrittura e dell’engagement in bambini con ADHD. XII CONGRESSO NAZIONALE AIDAI-AIRIPA “ADHD E MINDFULNESS”, 9-10 May; Palermo Italy.
  11. Chiazzese G., Merlo G., Mangina E., Treacy R., Tosto C., Chifari A (2019) Monitoring the English reading and spelling skills and off task behavior of children with ADHD using the AHA Augmented Reality System: A pilot project.in International STEP by STEM association conference 2019 (ISSA 2019), Leiden, Netherland, 17/06/2019, 19/06/2019.
  12. Merlo, G., Chifari, A. (2022). Stress docente? Efficacia di un trattamento integrato monitorato tramite un wearable system. PsicoDidattica: la psicologia a supporto della didattica e dell’educazione, Catania, 20-22 ottobre 2022.
  13. Chifari, A., Lo Savio, N., Patti, S., Palmegiano, L., Firrera, N., Merlo, G. (2022). BEHAVE: un'applicazione per supportare il processo decisionale in terapia. 1° Congresso Nazionale CBT-Italia, Firenze 4-5 novembre 2022.
  14. Merlo, G., Jaforte, L., & Taibi, D. (2022, June). Reaction Times and Performance Variability in Touch and Desktop Users During a Stroop Task. In International Conference on Human-Computer Interaction (pp. 186-193). Cham: Springer International Publishing.

Curatele

  1. Arrigo M., Di Giuseppe O., Fulantelli G., Gentile M., Merlo G., Seta L., Taibi D. (2010). Le Tecnologie mobili dell'apprendimento permanente: best practices. Consiglio Nazionale delle Ricerche - Istituto per le Tecnologie Didattiche, Palermo.
  2. Arrigo M., Di Giuseppe O., Fulantelli G., Gentile M., Merlo G., Seta L., Taibi D. (2010). Mobile Technologies in Lifelong Learning: Best Practices. Italian National Research Council - Institute for Educational Technology, Palermo.

Editoriali

  1. Ottaviano S., Allegra M., Seta L., Chifari A., Merlo G., Chiazzese G. Metacognizione e ambienti per l'apprendimento. In: TD-Tecnologie Didattiche. Editorial, vol. 18 (1) pp. 2 - 3. Metacognizione e ambienti per l'apprendimento. CNR-Istituto per le Tecnologie Didattiche (ed.). Edizioni Menabò, 2010.
  2. DuPaul, G. J., Chifari, A., & Merlo, G. (2023). Technological monitoring and intervention at school. In: Frontiers in Education, vol. 8, pp. 1296611. https://doi.org/10.3389/feduc.2023.1296611

Partecipazione a comitati di redazione e comitati scientifici ed editoriali (Editorial Board) di riviste/collane, enciclopedie nazionali o internazionali

  1. Editor dello special issue Metacognition and Learning Environments insieme a Mario Allegra, Giuseppe Chiazzese, Antonella Chifari, Simona Ottaviano, Luciano Seta, TD-Tecnologie Didattiche. vol. 18 (1). 7 contributi selezionati e revisionati da autori italiani e stranieri.https://ijet.itd.cnr.it/index.php/td/issue/view/40
  2. Editor dello special issue eHealth Education insieme a Luciano Seta, Antonella Chifari, Giuseppe Chiazzese, TD-Tecnologie Didattiche. vol. 24 (1). 12 contributi selezionati e revisionati da autori italiani e stranieri. https://ijet.itd.cnr.it/index.php/td/issue/view/91
  3. Editor del Research Topic Evidence-Based Technological Monitoring Tools and Interventions to Manage Behavioural Difficulties at School insieme a George DuPaul e Antonella Chifari, Frontiers in Education. 4 contributi selezionati e revisionati da autori italiani e stranieri. https://www.frontiersin.org/research-topics/30149/evidence-based-technological-monitoring-tools-and-interventions-to-manage-behavioural-difficulties-at-school

Attività di referaggio di articoli, libri, e progetti

  1. Febbraio 2016 - in corso: Attività di referaggio per Form@re
  2. Novembre 2015 - Dicembre 2015: Attività di referaggio per TD - Tecnologie Didatiche
  3. Giugno 2022: Referaggio del manoscritto “Science in comics”: cooperative learning and digital storytelling to foster science learning. A pilot study in a first class of a middle school in Italy per la rivista Italian Journal of Educational Technology.
  4. Agosto 2023: Referaggio di 7 abstract per la conferenza ERAS-WERA International Conference 2023 svoltasi a Singapore (22 – 24 Novembre 2023)

Premi e risconoscimenti scientifici

  1. Merlo G., Novara C., Lavanco, G. (2004). Reti di supporto sociale online ed offline. Due strategie di aiuto parallele in soggetti non sintomatici. V Congresso Nazionale di Psicologia di Comunità, Palermo Giugno, 2004 ha vinto una menzione speciale dalla commissione valutatrice dei migliori poster presentati.
  2. Città, G., Allegra, M., Arrigo, M., Chiazzese, G., Chifari, A., Dal Grande, V., La Guardia D., Merlo G., Perna, S., Ottaviano, S., Seta, L., Signa, A., G.  & Gentile, M. (2021). Pensiero Computazionale ed Embodied Cognition.  Didamatica 2021, pp. 185-191; 978-88-98091-62-1 Best Paper Awared 2021 Didamatica 2021 Attestato rilasciato dal Presidente AICA.
  3. Spachos, D., Chifari, A., Chiazzese, G., Merlo, G., Doherty, G., & Bamidis, P. (2014, November). WHAAM: A mobile application for ubiquitous monitoring of ADHD behaviors. In 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL2014) (pp. 305-309). IEEE. Il contributo ha vinto il Best Special Session Paper Award nel corso della 8th International Conference on Interactive Mobile Communication Technologies and Learning (IMCL 2014) https://doi.org/10.1109/IMCTL.2014.7011153
  4. Best Research project Award 2020 assegnato al progetto ADHD Augmented – AHA. Finanziato dalla Commissione Europea Directorate‑General for Communications Networks, Content and Technology (DG CONNECT); Assegnato da: Education Awards Ireland. Miglior progetto di ricerca. https://www.educationawards.ie/2020-winners Il progetto “AHA-ADHD Augmented”, ha ottenuto il premio come miglior progetto di ricerca pilota sull'utilizzo di nuove tecnologie per coadiuvare e migliorare i processi dell'apprendimento nei bambini e nei giovani con deficit dell'attenzione e disordini di iperattività, che prevede l'utilizzo di un sistema che integra la Realtà Aumentata in un programma che facilita la lettura e lo spelling in lingua inglese e il monitoraggio comportamentale in bambini e giovani con ADHD.
  5. Best European research project that successfully contributed to innovation and standardization. Assegnato da  UNE - Asociación Española de Normalización (European Committee for Standardization) al progetto ARETE nel 2022 https://www.cencenelec.eu/get-involved/research-and-innovation/cen-and-cenelec-activities/s-i-awards/list-of-nominees-2022 / 
  6. Il poster Chifari, A., Lo Savio, N., Patti, S., Palmegiano, L., Firrera, N., Merlo, G. (2022). BEHAVE: un'applicazione per supportare il processo decisionale in terapia. 1° Congresso Nazionale CBT-Italia, Firenze 4-5 novembre 2022 ha vinto il premio come terzo miglior poster della conferenza.