2022
Autores
Pereira, R; Reis, A; Barroso, J; Sousa, J; Pinto, T;
Publicação
TECHNOLOGY AND INNOVATION IN LEARNING, TEACHING AND EDUCATION, TECH-EDU 2022
Abstract
Due to the rapid development of artificial intelligence, popular Virtual Assistants like Amazon Alexa or Google Assistant, can be applied to a wide variety of business areas. One area in which Virtual Assistants can be very useful is in Education, specially due to the pandemics that is occurring during the last years, as it can provide to students, teachers and staff an alternative administration tool as well as introduce new learning processes in classroom or on online classes. This work reviews and analyses some applications of Virtual Assistants in the education process. The reviewed work relies mainly on three categories: Student engagement with academic life, Education process during lessons and Learning of foreign languages. The presented solutions generally have great potential but the majority are simple proof of concepts and need more development and proper tests to enable retrieving more accurate results.
2022
Autores
Reis, A; Carvalho, D; Rocha, T; Barroso, J;
Publicação
PROCEEDINGS OF THE 15TH INTERNATIONAL CONFERENCE ON PERVASIVE TECHNOLOGIES RELATED TO ASSISTIVE ENVIRONMENTS, PETRA 2022
Abstract
Assistive environments is a well established research area, particularly, the Ambient Assisted Living (AAL) paradigm, which relies in data and artificial intelligence to infer the user's actions and status, thus enabling assistive actions. In a very distinct environment - the manufacturing industry, we propose a twin concept - the Ambient Assisted Working (AAW), to provide assistance to the workers on the factory floor, using solutions with design principles similar to AAL systems. The Industry 4.0 (I4.0) Technical Assistance design principle, introduces the assistance concept in I4.0 solutions and the AAW builds on top of that design principle.
2022
Autores
Silva, B; Reis, A; Sousa, J; Solteiro Pires, EJ; Barroso, J;
Publicação
EDULEARN Proceedings - EDULEARN22 Proceedings
Abstract
2022
Autores
Bernardino, I; Almeida, JB; Baptista, RJV; Mamede, HS;
Publicação
Digital Active Methodologies for Educative Learning Management - Advances in Educational Technologies and Instructional Design
Abstract
2022
Autores
de Almeida, JESC; Carneiro, MA; Silva, MFL; Baptista, RJV;
Publicação
Lecture Notes in Networks and Systems
Abstract
Following the reduced number of female students at ISTEC Porto computer science and engineering courses, we tried to find out what are the factors that might be causing this fact. This gender inequality was found looking back at the data from the last 15 years, clearly showing the gap between male and female students managing to conclude the degree. To point out the reasons and probable explanation a literature review was made to figure out conceivable paths to change this status quo. The article concludes that gender inequality resides on cultural differences as well as in the lack of information about the real role played by women in technology companies, particularly IT companies. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
2022
Autores
Pistono, AMAD; Santos, AMP; Baptista, RJV;
Publicação
TECHNOLOGY AND INNOVATION IN LEARNING, TEACHING AND EDUCATION, TECH-EDU 2022
Abstract
Serious Games have been used in professional training to increase employee engagement and improve the results of training initiatives. This work intends to investigate the influence of game elements, in adaptable Serious Games, according to the users' interactions, on the increase of engagement in the game itself and, as the main goal, on the learning results and the transfer of the acquired knowledge and practised skills to the daily work activities. Using the Design Science Research - DSR methodology, this study aims to develop a framework for the development and evaluation of Serious Games to improve the user experience, the learning outcomes, the transfer of knowledge to work situations, and the application of the skills practised in the game in real professional scenarios. This paper presents an initial Framework for Adaptive Serious Games derived from a systematic literature review. The next steps in this investigation are pointed out following the DSR methodology.
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