Research has started focusing on the integration among mathematics education, educational psychology and online learning. Results showed that meaningful learning is linked to social process that promotes communication and interaction between peers and the internalisation of concepts, according to a Vygotskian perspective (Vygotsky, 1980). This context suggested studies aimed at planning effective online activities that integrate communication and collaboration tools. The collaborative script construct (King, 2007) borrowed from cognitive psychology (Schank & Abelson, 1977) has been widely used, especially in computer-based environments. Computer-based collaborative scripts have been designed and implemented on the Moodle platform in order to foster the development of argumentative and communicative capabilities in students (Weinberger et al., 2009; Dillenbourg et al., 2009) also in mathematics education (Albano et al., 2016; Albano & Dello Iacono, 2018; Albano & Dello Iacono, 2019a; Albano et al., 2019; Polo et al., 2019) and in vocational training (Laine & Hämäläine, 2015). Research focused on an effective design of the activities on students’ learning, but not enough attention seems to be paid to human-computer interface. A crucial aspect to consider when implementing an user-friendly interface is the investigation of potential users’ perception, needs, and acceptance of these systems (Esposito et al., 2018; Esposito et al., 2019; Esposito et al., 2020). [br][br][b]References[/b][br][br]Albano, G., Dello Iacono, U., Fiorentino, G. (2016). An online Vygotskian learning activity model in mathematics. Journal of e-Learning and Knowledge Society (Je-LKS), v.12, n.3, pp. 159-169.[br][br]Albano G., Dello Iacono U. (2018). DIST-M: scripting collaboration for competence-based mathematics learning. In: Silverman J. Hoyos V. (eds). Distance Learning, E-Learning and Blended Learning of Mathematics (pp. 115-131), Cham:Springer.[br][br]Albano, G., Dello Iacono, U (2019a). A scaffolding toolkit to foster argumentation and proofs in mathematics: some case studies. Int J Educ Technol High Educ 16, 4. [br][br]Albano, G., Dello Iacono, U. (2019b). GeoGebra in e-learning environments: a possible integration in mathematics and beyond. Journal of Ambient Intelligence and Humanized Computing, 10 (11), pp. 4331-4343.[br][br]Albano, G., Dello Iacono, U., Mariotti, M.A. (2019). A computer-based environment for argumenting and proving in geometry. In Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.). Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019) (pp. 729-736). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.[br][br]Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning. In Technology-enhanced learning. Springer, Dordrecht, pp. 3-19.[br][br]Esposito, A., Amorese, T., Cuciniello, M., Esposito, A. M., Troncone, A., Torres, M. I., Schlogl, S., & Cordasco, G. (2018, July). Seniors’ acceptance of virtual humanoid agents. In Italian Forum of Ambient Assisted Living (pp. 429-443). Springer, Cham.[br][br]Esposito, A., Amorese, T., Cuciniello, M., Riviello, M. T., Esposito, A. M., Troncone, A., & Cordasco, G. (2019). The Dependability of Voice on Elders’ Acceptance of Humanoid Agents. In 20th Annual Conference of the International Speech Communication Association: Crossroads of Speech and Language, INTERSPEECH 2019 (Vol. 2019, pp. 31-35). International Speech Communication Association. [br][br]Esposito, A., Cuciniello, M., Amorese, T., Esposito, A. M., Troncone, A., Maldonato, M. N., Vogel, C., Bourbakis, N., & Cordasco, G. (2020). Seniors’ Appreciation of Humanoid Robots. In Neural Approaches to Dynamics of Signal Exchanges (pp. 331-345). Springer, Singapore.[br][br]King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In F. Fischer, I. Kollar, H. Mandl, & J. Haake (Eds.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives (pp. 13–37). New York: Springer.[br][br]Laine, K., & Hämäläinen, R. (2015). Collaborative business planning in initial vocational education and training. Journal of Vocational Education & Training, 67(4), 497-514.[br][br]Polo M., Dello Iacono U., Fiorentino G., Pierri A. (2019), A Social Network Analysis approach to a Digital Interactive Storytelling in Mathematics, Journal of e-Learning and Knowledge Society, v.15, n.3, 239-250.[br][br]Schank, R. C, & Abelson, R. P. (1977). Scripts, plans, goals and understandings. Hillsdale, NJ: Erlbaum. [br][br]Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.[br][br]Weinberger, A., Kollar, I., Dimitriadis, Y., Mäkitalo-Siegl, K., & Fischer, F. (2009). Computer-supported collaboration scripts: Perspectives from educational psychology and computer science. In N. Balachef, S. Ludvigsen, T. De Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 155–174). Dordrecht: Springer.[br][br]
