http://je-lks.org/ojs/index.php/Je-LKS_EN <h1 class="page-header" style="font-family: Raleway; margin-top: -50px;">Bibliometrics</h1> <p style="font-size: 18px; margin-top: -20px;"><strong>Italian ANVUR Ranking<br></strong>A-Class for Sector 10, 11-D1 and 11-D2</p> <p style="font-size: 18px; margin-bottom: -0px;"><strong>Publish-or-Perish (reference date: August 1st, 2025)<br></strong>- <strong>Scopus</strong> H-Index: <strong>28<br></strong>- <strong>Google Scholar</strong> H-Index: <strong>42<br><br></strong><strong>Scopus (from 2009; reference year: 2024; reference date: May 5th, 2025)<br></strong>- Citescore (2024): <strong>2.4</strong><br>- CiteScore <span style="text-decoration: underline;">Rankings (2024)&nbsp;</span><br>&nbsp; -&gt; <strong>Education:</strong> <strong>Q2</strong>, <strong>55th percentile</strong> (#728 out of 1620);<br>&nbsp; -&gt; <strong>Computer Science Applications:</strong> <strong>Q3, 39th percentile</strong> (#576 out of 947);</p> <p style="font-size: 18px; margin-bottom: -45px;"><strong>Clarivate Web of Science (from 2015; reference date: December 31th, 2024)<br></strong>- Journal Citation Indicator: 0.41<strong><br></strong>- Category Rank: Q3, #506 out of 756 (Education and Educational Research)</p> <p style="font-size: 18px; margin-bottom: -45px;">&nbsp;</p> SIe-L - The Italian e-Learning Association en-US Journal of e-Learning and Knowledge Society 1826-6223 <p>The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.<br>The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS. <br>The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.<br>The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.<br>The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.</p> <p>The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.</p> <p>For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code</p> http://je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1136066 <p>With reference to the theory of the Zone of Proximal Development, the aim of this paper is to describe an intelligent tutoring model capable of learning and reproducing intervention rules to make learning experiences based on the use of dynamic concept maps more effective. The work starts from DCMapp, a software application for the creation and navigation of dynamic concept maps. DCMapp allows to build maps, draw nodes and arcs, upload multimedia contents and manage the dynamic visualization of concepts. The use of DCMapp has been shown to improve study times and student learning outcomes. The paper proposes the integration of an intelligent tutoring system based on Vygotsky’s theory of the Zone of Proximal Development. This system suggests actions to students to maintain learning within their Zone of Proximal Development, avoiding boredom and confusion. It is trained through the observation of a human tutor and uses artificial neural networks to predict future actions. The goal is to ensure effective and personalized learning, adapting the difficulty of the activities to the cognitive and emotional abilities of the learners.</p> Sergio Miranda Rosa Vegliante Antonio Marzano Copyright (c) 2025 Italian e-Learning Association (SIe-L) https://creativecommons.org/licenses/by-nc-sa/4.0 2025-12-31 2025-12-31 21 3 1 9 10.20368/1971-8829/1136066 http://je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1136071 <p><audio class="audio-for-speech"></audio></p> <div class="translate-tooltip-mtz translator-hidden"> <div class="header"> <div class="header-controls"> <p class="JELKS-Abstracttext"><span lang="EN-US">The vast collection of paper documents and books stored in university archives worldwide represents a significant, yet often inaccessible, cultural heritage. To address this, the University of Genoa, Italy, is digitizing a variety of materials, including books, manuscripts, archival documents, and museum-related items. Making this heritage accessible requires providing alternate descriptions, metadata, and transcriptions, especially for ancient texts where OCR is ineffective. This paper presents the design of a transcription system for the University Museum System (SMA-UniGe), which is currently under development, featuring user-friendly interfaces and engagement techniques. The system leverages gamification to turn transcription into an engaging experience, aligning with the University’s mission to promote public engagement and contribute to social, cultural, and economic development through knowledge sharing.</span></p> </div> </div> </div> Lara La Tessa Mauro Coccoli Stefano Schiaparelli Saverio Iacono Gianni Vercelli Daniele Zolezzi Copyright (c) 2025 Italian e-Learning Association (SIe-L) https://creativecommons.org/licenses/by-nc-sa/4.0 2025-12-31 2025-12-31 21 3 10 19 10.20368/1971-8829/1136071