Modern Artificial Intelligence (AI) poses new challenges for tort law. The ability of AI systems to learn and evolve from their initial programming is capable of generating significant regulatory gaps that law is called upon to address. On the one hand, there is no ex ante safety discipline related to the production phase of smart products; on the other hand, the characteristics of modern AI systems have the potential to challenge the tightness of existing national liability rules. The aim of the present research is to investigate the aforementioned protection gaps and the regulatory tools that the institutions of the European Union are preparing to fill them, in a perspective that necessarily has to consider the transition period that the study of the subject is going through, as well as the way in which the different levels of regulation are able to interact with each other.

The thesis examines the technological innovations related to artificial intelligence from the point of view of fundamental rights. The first part gives a general introduction on the technical characteristics of artificial intelligence, its historical development and the ethical, philosophical and legal debate about it. The second part analyses the impact of AI on the rights recognised by the Italian Constitution and the other main legal traditions based on the rule of law, focusing in particular on the protection of personal identity, the right to non-discrimination and freedom of speech. The third part explores the hypothesis of the recognition of three new rights due to the technological revolution: the right to artificial intelligence disclosure, the right to an explanation of outputs and the right to a human oversight of technology. These new legal positions are analysed in three hypothetical contexts of application: the public administration, the justice sector and the healthcare industry.

Questa ricerca ha indagato la relazione tra i videogiochi (VG) e le competenze emotive. Il primo studio, una revisione sistematica della letteratura, ha illustrato lo stato dell’arte sulla ricerca relativa all’utilizzo dei VG per la regolazione emotiva: emerge che i VG, sia commerciali che serious games, influenzano positivamente le competenze emotive dei giocatori. Con il secondo studio si è indagata la relazione tra ore di gioco, autoefficacia emotiva, passione per i VG e benessere. I risultati confermano che videogiocare migliora il benessere dei giocatori, grazie alla maggiore autoefficacia emotiva, a condizione che l’attività di VG sia integrata armoniosamente tra le altre attività della vita. Infine, si è realizzato il progetto EmotivaMente, un percorso per la promozione dell’Intelligenza Emotiva, sviluppato per le scuole secondarie di secondo grado, basato sull’utilizzo dei VG come strumenti di lavoro. Gli studenti, grazie alle esperienze con i VG, hanno sviluppato maggiori capacità di riconoscere e gestire il proprio mondo emotivo e hanno aumentato il ricorso alla rivalutazione cognitiva. I dati, anche se preliminari, confermano che i VG, grazie alle loro caratteristiche di immersività, interattività, presenza e ricchezza narrativa, possiedono potenzialità per accrescere le competenze emotive e aumentare il benessere delle persone ancora inesplorate. / This thesis aimed to investigate the relationship between videogames (VG) and emotional skills. The first study, a systematic literature reviews, investigated the “state of the art” of the research regarding the use of VG for emotional regulation: data confirm that VGs, both commercial and serious games, positively influence the emotional skills of the players. The second study investigated the relationship between hours of play, emotional self-efficacy, passion for VG and well-being. The results confirm that videogaming improves player's well-being, thanks to the effect on the emotional self-efficacy, provided that the videogaming is integrated harmoniously among other life activities. Finally, EmotivaMente, a training aimed to promote of Emotional Intelligence, based on the use of VGs as work tools, was realized in two high schools. Thanks to EmotivaMente, students developed greater capacities to recognize and manage their emotional world and increased the use of cognitive re-evaluation as emotion regulation strategy. The findings, even if preliminary, confirm that the VGs, thanks to their immersivity, interactivity, presence and wealth of narrative, have a unexplored potential to promote emotional skills and increase the well-being of people.