Digital Wellbeing Schools Project

Gui, M., Gerosa, T., Garavaglia, A., Petti, L., Fasoli, M. (2018).  Digital well-being. Validation of a digital media education programme in high schools. Report, Research Center on Quality of Life in the Digital Society.

Digital at School

Gui, M., Parma A., Comi, S. L. (2018). Does public investment in ICT improve learning performance? Evidence from ItalyPolicy&Internet, 10, 141-163.

Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24-39.

Pagani, L., Argentin, G., Gui, M., & Stanca, L. (2016). The impact of digital skills on educational outcomes: evidence from performance tests. Educational studies, 42(2), 137-162.

Gui, M., Büchi, M. (2019). From Use to Overuse: Digital Inequality in the Age of Communication AbundanceSocial Science Computer Review, ISSN: 0894-4393, doi: 10.1177/0894439319851163

Gui, M., Fasoli. M., Carradore R. (2017). Digital Well-Being. Developing a New Theoretical Tool For Media Literacy Research. Italian Journal of Sociology of Education, 9 (1).

Gerosa T. (2018), Measuring adolescents’ affective civic competences: validity and cross-group equivalence of a second order hierarchical latent construct. Applied research in quality of life, 1-24.

Gui, M., e Gerosa, T. (in press), Smartphone pervasiveness in youth daily life as a new form of digital inequality, in Hargittai E. (ed.), The Handbook of Digital Inequality, Edward Elgar Publishing, Cheltenmham, UK.

Digital Competence

Gui M. and Argentin G. (2011), Digital skills of internet natives. Different forms of digital literacy in a random sample of northern italian high school studentsNew Media & Society, 13(6), 963–980.

Technology and Theoretical, Cognitive and Ethical Implications

Fasoli, M. (2018), Super Artifacts: Personal Devices as Intrinsically Multifunctional, Meta-representational Artifacts with a Highly Variable Structure, Minds and Machines, 28(3), pp. 589-604.