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Italo Masiello

Department of Pedagogy and Learning Faculty of Social Sciences
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With a research background in medical education, there I put to good use my knowledge in psychology, neuroscience and computer science, I try to understand the potential that digital technology has for teaching and learning, behavior and communication. This is part of my new appointment as Professor of Educational Technology at Linnaeus University.

We are now in the process of establishing a new research program and academic environment placed at the intersection between digital technologies and learning science. The faculties of Social Sciences and Technology together with IST Groups AB, a large industrial partner, are creating the opportunities to develop, implement, support and sustain learning and teaching practices mediated by digital technologies. Areas of interest connected to these efforts are knowledge creation, social media practices in education, learning analytics, mobile learning and teachers´ digital literacies just to mention of few.

Educational technology is an interdisciplinary field of research and development where educational, technical, behavioral and design sciences meet. This makes it possible to study and explore different educational process and tools and mechanisms that support these in order to find answers to what gives value and efficiency for students and teachers.


Peer-reviewed original articles

  1. Husebø S.E., Silvennoinen M., Rosqvist E., Masiello I. (2018). Status of Nordic research on simulation-based learning in healthcare: an integrative review. Advances in Simulation, 3(12).
  2. Hadadgar A., Changiz T., Kononowicz A., Safaeian L., Mirshahzadeh N., Najimi, A., Ahmadi F., Mostafavizadeh K., Zary N., Masiello I.(2018). Creating and validating e-cases as educational tools in general practitioners’ continuing medical education context. Bio-Algorithms and Med-System, 14(1).
  3. Jafari J, Karimi Moonaghi H, Zary N and Masiello I. (2016). Exploring educational needs and design aspects of Internet-enabled patient education for persons with diabetes: a qualitative interview study. BMJ Open 2016:6
  4. Hadadgar A., Changiz T., Dehghani Z., Backheden M., Mirshahzadeh N., Zary N., Masiello I. (2016). A theory-based study of factors explaining general ‎practitioners’ intention to use and participation in electronic continuing medical education. Journal of Continuing Education in the Health Professions, 36(4), pp 290-4.
  5. Saxena N., Kyaw B.M., Vseteckova J., Dev P., Paul P., Lim K.T.K., Kononowicz A., Masiello I., Tudor Car L., Nikolaou C.K., Zary N., Car J. (2016). Virtual reality environments for health professional education (Protocol). Cochrane database of systematic reviews (Online) 2016(2):CD012090.
  6. Hadadgar A, Changiz T., Masiello I., Dehghani Z., Mirshahzadeh N., Zary N. (2016). Applicability of the theory of planned behavior in explaining the general practitioners eLearning use in continuing medical education. BMC Medical Education, 16(215).
  7. Iversen MD., Kiami S., Singh K., Masiello I., von Heideken J., (2016). Prospective, randomized controlled trial to evaluate the effect of smart glasses on vestibular examination skills. BMJ Innovations, 2(2), pp 99-105.
  8. Zhu E., Lilienthal A., Aquino Shluzas L., Masiello I., Zary N. (2015). A theory-driven framework to guide the design of mobile augmented reality applications in healthcare education. Journal of Medical Informatics Research. 1(2), e10.

Book chapters

  1. Lazzari C., Masiello I. & Shoka A. (2017). Theorethical Models of Social Mind and Social Thinking in Interprofessional Education. In R.V. Nata, Progress in Education. Nova Science Publisher, New York.
  2. Lazzari C., Shoka A. & Masiello I. (2017). Maladaptive Behaviors in Inpatients with Borderline Personality Disorder: A Behavioral Game Theory Explanation. In R. Anderson, Personality Disorder (BPD) - Prevalence, Management, Options and Challenges. Nova Biomedical, New York.