Riferimenti

• Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
• Atala, A. (2018). Regenerative medicine: From the laboratory to the clinic. Springer. https://link.springer.com/book/10.1007/978-981-10-3701-6
• Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In J. M. Spector, M. D. Merrill,J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 735–745). Springer. https://doi.org/10.1007/978-1-4614-3185-5_59
• European Medicines Agency.  Advanced therapy medicinal products (ATMPs).https://www.ema.europa.eu/en/human-regulatory/overview/advanced-therapy-medicinal-products-overview 
• Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123. https://doi.org/10.1016/j.compedu.2018.05.002
• Murphy, S. V., & Atala, A. (2014). 3D bioprinting of tissues and organs. Nature Biotechnology, 32(8), 773–785. https://doi.org/10.1038/nbt.2958
• National Institutes of Health.  Stem cells: Basics. https://stemcells.nih.gov/info/basics
• Yen, J., Weissburg, M. J., Helms, M., & Goel, A. K. (2014). Biologically inspired design for education. Cambridge University Press.
• Delightex Edu.  AR/VR platform for STEM education. https://www.delightex.com/edu

AI-based tools (ChatGPT, Perplexity AI, and NotebookLM) were used to support content drafting, research synthesis, and organization of source materials during the development of this learning unit:

• ChatGPT (large language model). https://chat.openai.com
• Perplexity AI [AI-powered search and research assistant]. https://www.perplexity.ai
• Google NotebookLM [AI-powered research and note-taking tool]. https://notebooklm.google.com