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Artigo de periodico
Psychometric properties of the Brazilian Portuguese flow state scale short (FSS-BR-S) (2024)
Pinto, Ig Ibert Bittencourt Santana ; Freires, Leogildo ; Lu, Yu ; Challco, Geiser Chalco ; Fernandes, Sheyla ; Coelho, Jorge; Costa, Julio ; Pian, Yang ; Marinho, Alexandre; Isotani, Seiji
Source: PLOS ONE. Unidade: ICMC
Subjects: PORTUGUÊS DO BRASIL, PSICOMETRIA
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ABNT
PINTO, Ig Ibert Bittencourt Santana et al. Psychometric properties of the Brazilian Portuguese flow state scale short (FSS-BR-S). PLOS ONE, 2024Tradução . . Disponível em: https://doi.org/10.1371/journal.pone.0286639. Acesso em: 28 set. 2024.
APA
Pinto, I. I. B. S., Freires, L., Lu, Y., Challco, G. C., Fernandes, S., Coelho, J., et al. (2024). Psychometric properties of the Brazilian Portuguese flow state scale short (FSS-BR-S). PLOS ONE. doi:10.1371/journal.pone.0286639
NLM
Pinto IIBS, Freires L, Lu Y, Challco GC, Fernandes S, Coelho J, Costa J, Pian Y, Marinho A, Isotani S. Psychometric properties of the Brazilian Portuguese flow state scale short (FSS-BR-S) [Internet]. PLOS ONE. 2024 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.1371/journal.pone.0286639
Vancouver
Pinto IIBS, Freires L, Lu Y, Challco GC, Fernandes S, Coelho J, Costa J, Pian Y, Marinho A, Isotani S. Psychometric properties of the Brazilian Portuguese flow state scale short (FSS-BR-S) [Internet]. PLOS ONE. 2024 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.1371/journal.pone.0286639
Artigo de periodico
Efects of a collaborative gamifcation on learning and engagement of children with autism (2024)
Silva, Laíza Ribeiro ; Toda, Armando Maciel ; Challco, Geiser Chalco ; Elias, Nassim Chamel ; Pinto, Ig Ibert Bittencourt Santana ; Isotani, Seiji
Source: Universal Access in the Information Society. Unidade: ICMC
Subjects: JOGOS DE COMPUTADOR, DESIGN, INTERAÇÃO HOMEM-MÁQUINA, TRANSTORNO DO ESPECTRO AUTISTA
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SILVA, Laíza Ribeiro et al. Efects of a collaborative gamifcation on learning and engagement of children with autism. Universal Access in the Information Society, 2024Tradução . . Disponível em: https://doi.org/10.1007/s10209-024-01119-w. Acesso em: 28 set. 2024.
APA
Silva, L. R., Toda, A. M., Challco, G. C., Elias, N. C., Pinto, I. I. B. S., & Isotani, S. (2024). Efects of a collaborative gamifcation on learning and engagement of children with autism. Universal Access in the Information Society. doi:10.1007/s10209-024-01119-w
NLM
Silva LR, Toda AM, Challco GC, Elias NC, Pinto IIBS, Isotani S. Efects of a collaborative gamifcation on learning and engagement of children with autism [Internet]. Universal Access in the Information Society. 2024 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/s10209-024-01119-w
Vancouver
Silva LR, Toda AM, Challco GC, Elias NC, Pinto IIBS, Isotani S. Efects of a collaborative gamifcation on learning and engagement of children with autism [Internet]. Universal Access in the Information Society. 2024 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/s10209-024-01119-w
Trabalho de evento
Gamificação e a experiência de fluxo no aprendizado de programação básica no ensino superior (2023)
Braz, Priscilla Fonseca de Abreu; Challco, Geiser Chalco ; Santos, Jário ; Reis, Marcelo ; Isotani, Seiji ; Pinto, Ig Ibert Bittencourt Santana
Source: Anais. Conference titles: Congresso Brasileiro de Informática na Educação - CBIE. Unidade: ICMC
Subjects: ENSINO E APRENDIZAGEM, MOTIVAÇÃO DO ALUNO, TÉCNICAS DE PROGRAMAÇÃO, JOGOS DE COMPUTADOR
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BRAZ, Priscilla Fonseca de Abreu et al. Gamificação e a experiência de fluxo no aprendizado de programação básica no ensino superior. 2023, Anais.. Porto Alegre: SBC, 2023. Disponível em: https://doi.org/10.5753/sbie.2023.235137. Acesso em: 28 set. 2024.
APA
Braz, P. F. de A., Challco, G. C., Santos, J., Reis, M., Isotani, S., & Pinto, I. I. B. S. (2023). Gamificação e a experiência de fluxo no aprendizado de programação básica no ensino superior. In Anais. Porto Alegre: SBC. doi:10.5753/sbie.2023.235137
NLM
Braz PF de A, Challco GC, Santos J, Reis M, Isotani S, Pinto IIBS. Gamificação e a experiência de fluxo no aprendizado de programação básica no ensino superior [Internet]. Anais. 2023 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.5753/sbie.2023.235137
Vancouver
Braz PF de A, Challco GC, Santos J, Reis M, Isotani S, Pinto IIBS. Gamificação e a experiência de fluxo no aprendizado de programação básica no ensino superior [Internet]. Anais. 2023 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.5753/sbie.2023.235137
Artigo de periodico
Positive artificial intelligence in education (P-AIED): a roadmap (2023)
Pinto, Ig Ibert Bittencourt Santana ; Challco, Geiser Chalco ; Santos, Jário ; Fernandes, Sheyla ; Silva, Jesana ; Batista, Naricla ; Hutz, Claudio ; Isotani, Seiji
Source: International Journal of Artificial Intelligence in Education. Unidade: ICMC
Subjects: INTELIGÊNCIA ARTIFICIAL, EDUCAÇÃO, APRENDIZAGEM, PSICOLOGIA POSITIVA
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PINTO, Ig Ibert Bittencourt Santana et al. Positive artificial intelligence in education (P-AIED): a roadmap. International Journal of Artificial Intelligence in Education, 2023Tradução . . Disponível em: https://doi.org/10.1007/s40593-023-00357-y. Acesso em: 28 set. 2024.
APA
Pinto, I. I. B. S., Challco, G. C., Santos, J., Fernandes, S., Silva, J., Batista, N., et al. (2023). Positive artificial intelligence in education (P-AIED): a roadmap. International Journal of Artificial Intelligence in Education. doi:10.1007/s40593-023-00357-y
NLM
Pinto IIBS, Challco GC, Santos J, Fernandes S, Silva J, Batista N, Hutz C, Isotani S. Positive artificial intelligence in education (P-AIED): a roadmap [Internet]. International Journal of Artificial Intelligence in Education. 2023 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/s40593-023-00357-y
Vancouver
Pinto IIBS, Challco GC, Santos J, Fernandes S, Silva J, Batista N, Hutz C, Isotani S. Positive artificial intelligence in education (P-AIED): a roadmap [Internet]. International Journal of Artificial Intelligence in Education. 2023 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/s40593-023-00357-y
Trabalho de evento-resumo
Even boosting stereotypes increase the gender gap in gamified tutoring systems: an analysis of self-efficacy, flow and learning (2023)
Takeshita, Maria; Challco, Geiser Chalco ; Reis, Marcelo da Silva ; Santos, Jário ; Isotani, Seiji ; Pinto, Ig Ibert Bittencourt Santana
Source: Anais estendidos. Conference titles: Congresso Brasileiro de Informática na Educação - CBIE. Unidade: ICMC
Subjects: JOGOS DE COMPUTADOR, GÊNEROS (GRUPOS SOCIAIS), MOTIVAÇÃO DO ALUNO
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TAKESHITA, Maria et al. Even boosting stereotypes increase the gender gap in gamified tutoring systems: an analysis of self-efficacy, flow and learning. 2023, Anais.. Porto Alegre: SBC, 2023. Disponível em: https://doi.org/10.5753/cbie_estendido.2023.234557. Acesso em: 28 set. 2024.
APA
Takeshita, M., Challco, G. C., Reis, M. da S., Santos, J., Isotani, S., & Pinto, I. I. B. S. (2023). Even boosting stereotypes increase the gender gap in gamified tutoring systems: an analysis of self-efficacy, flow and learning. In Anais estendidos. Porto Alegre: SBC. doi:10.5753/cbie_estendido.2023.234557
NLM
Takeshita M, Challco GC, Reis M da S, Santos J, Isotani S, Pinto IIBS. Even boosting stereotypes increase the gender gap in gamified tutoring systems: an analysis of self-efficacy, flow and learning [Internet]. Anais estendidos. 2023 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.5753/cbie_estendido.2023.234557
Vancouver
Takeshita M, Challco GC, Reis M da S, Santos J, Isotani S, Pinto IIBS. Even boosting stereotypes increase the gender gap in gamified tutoring systems: an analysis of self-efficacy, flow and learning [Internet]. Anais estendidos. 2023 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.5753/cbie_estendido.2023.234557
Trabalho de evento
ITS Unplugged: leapfrogging the digital divide for teaching numeracy skills in underserved populations (2023)
Silva, Thomaz Edson Veloso da; Challco, Geiser Chalco ; Rodrigues, Luiz Antonio Lima ; Versuti, Fabiana Maris ; Penha, Rodolfo Sena da ; Oliveira, Lívia Silva; Guerino, Guilherme ; Amorin, Luis Felipe Cavalcanti de ; Marinho, Marcelo Luiz Monteiro ; Macario, Valmir ; Dermeval, Diego ; Pinto, Ig Ibert Bittencourt Santana ; Isotani, Seiji
Source: Proceedings. Conference titles: Workshop Towards the Future of AI-Augmented Human Tutoring in Math Learning. Unidades: FFCLRP, ICMC
Subjects: VISÃO COMPUTACIONAL, PROCESSAMENTO DE LINGUAGEM NATURAL, TOMADA DE DECISÃO
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ABNT
SILVA, Thomaz Edson Veloso da et al. ITS Unplugged: leapfrogging the digital divide for teaching numeracy skills in underserved populations. 2023, Anais.. Aache: CEUR-WS, 2023. Disponível em: https://ceur-ws.org/Vol-3491/paper6.pdf. Acesso em: 28 set. 2024.
APA
Silva, T. E. V. da, Challco, G. C., Rodrigues, L. A. L., Versuti, F. M., Penha, R. S. da, Oliveira, L. S., et al. (2023). ITS Unplugged: leapfrogging the digital divide for teaching numeracy skills in underserved populations. In Proceedings. Aache: CEUR-WS. Recuperado de https://ceur-ws.org/Vol-3491/paper6.pdf
NLM
Silva TEV da, Challco GC, Rodrigues LAL, Versuti FM, Penha RS da, Oliveira LS, Guerino G, Amorin LFC de, Marinho MLM, Macario V, Dermeval D, Pinto IIBS, Isotani S. ITS Unplugged: leapfrogging the digital divide for teaching numeracy skills in underserved populations [Internet]. Proceedings. 2023 ;[citado 2024 set. 28 ] Available from: https://ceur-ws.org/Vol-3491/paper6.pdf
Vancouver
Silva TEV da, Challco GC, Rodrigues LAL, Versuti FM, Penha RS da, Oliveira LS, Guerino G, Amorin LFC de, Marinho MLM, Macario V, Dermeval D, Pinto IIBS, Isotani S. ITS Unplugged: leapfrogging the digital divide for teaching numeracy skills in underserved populations [Internet]. Proceedings. 2023 ;[citado 2024 set. 28 ] Available from: https://ceur-ws.org/Vol-3491/paper6.pdf
Trabalho de evento-anais periodico
Gamiflow: towards a flow theory-based gamification framework for learning scenarios (2023)
Challco, Geiser Chalco ; Pinto, Ig Ibert Bittencourt Santana ; Reis, Marcelo ; Santos, Jário ; Isotani, Seiji
Source: Communications in Computer and Information Science - CCIS. Conference titles: International Conference on Artificial Intelligence in Education - AIED. Unidade: ICMC
Subjects: JOGOS DE COMPUTADOR, COMPUTADOR NO ENSINO, APRENDIZAGEM, FRAMEWORKS, MOTIVAÇÃO DO ALUNO
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CHALLCO, Geiser Chalco et al. Gamiflow: towards a flow theory-based gamification framework for learning scenarios. Communications in Computer and Information Science - CCIS. Cham: Springer. Disponível em: https://doi.org/10.1007/978-3-031-36336-8_65. Acesso em: 28 set. 2024. , 2023
APA
Challco, G. C., Pinto, I. I. B. S., Reis, M., Santos, J., & Isotani, S. (2023). Gamiflow: towards a flow theory-based gamification framework for learning scenarios. Communications in Computer and Information Science - CCIS. Cham: Springer. doi:10.1007/978-3-031-36336-8_65
NLM
Challco GC, Pinto IIBS, Reis M, Santos J, Isotani S. Gamiflow: towards a flow theory-based gamification framework for learning scenarios [Internet]. Communications in Computer and Information Science - CCIS. 2023 ; 1831 415-421.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-031-36336-8_65
Vancouver
Challco GC, Pinto IIBS, Reis M, Santos J, Isotani S. Gamiflow: towards a flow theory-based gamification framework for learning scenarios [Internet]. Communications in Computer and Information Science - CCIS. 2023 ; 1831 415-421.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-031-36336-8_65
Trabalho de evento-anais periodico
AIED unplugged: leapfrogging the digital divide to reach the underserved (2023)
Isotani, Seiji ; Pinto, Ig Ibert Bittencourt Santana ; Challco, Geiser Chalco ; Dermeval, Diego ; Mello, Rafael Ferreira
Source: Communications in Computer and Information Science - CCIS. Conference titles: International Conference on Artificial Intelligence in Education - AIED. Unidade: ICMC
Subjects: INTELIGÊNCIA ARTIFICIAL, TECNOLOGIA EDUCACIONAL, POLÍTICAS PÚBLICAS
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ISOTANI, Seiji et al. AIED unplugged: leapfrogging the digital divide to reach the underserved. Communications in Computer and Information Science - CCIS. Cham: Springer. Disponível em: https://doi.org/10.1007/978-3-031-36336-8_118. Acesso em: 28 set. 2024. , 2023
APA
Isotani, S., Pinto, I. I. B. S., Challco, G. C., Dermeval, D., & Mello, R. F. (2023). AIED unplugged: leapfrogging the digital divide to reach the underserved. Communications in Computer and Information Science - CCIS. Cham: Springer. doi:10.1007/978-3-031-36336-8_118
NLM
Isotani S, Pinto IIBS, Challco GC, Dermeval D, Mello RF. AIED unplugged: leapfrogging the digital divide to reach the underserved [Internet]. Communications in Computer and Information Science - CCIS. 2023 ; 1831 772-779.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-031-36336-8_118
Vancouver
Isotani S, Pinto IIBS, Challco GC, Dermeval D, Mello RF. AIED unplugged: leapfrogging the digital divide to reach the underserved [Internet]. Communications in Computer and Information Science - CCIS. 2023 ; 1831 772-779.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-031-36336-8_118
Trabalho de evento-anais periodico
The good and bad of stereotype threats: understanding its effects on negative Thinking and learning performance in gamified tutoring (2023)
Barbosa, Jessica Fernanda Silva ; Challco, Geiser Chalco ; Martins, Francys Rafael Do Nascimento ; Sousa, Breno Felix de ; Pinto, Ig Ibert Bittencourt Santana ; Reis, Marcelo ; Santos, Jário ; Isotani, Seiji
Source: Communications in Computer and Information Science - CCIS. Conference titles: International Conference on Artificial Intelligence in Education - AIED. Unidade: ICMC
Subjects: JOGOS DE COMPUTADOR, APRENDIZAGEM, TESTES DE DESEMPENHO
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BARBOSA, Jessica Fernanda Silva et al. The good and bad of stereotype threats: understanding its effects on negative Thinking and learning performance in gamified tutoring. Communications in Computer and Information Science - CCIS. Cham: Springer. Disponível em: https://doi.org/10.1007/978-3-031-36336-8_51. Acesso em: 28 set. 2024. , 2023
APA
Barbosa, J. F. S., Challco, G. C., Martins, F. R. D. N., Sousa, B. F. de, Pinto, I. I. B. S., Reis, M., et al. (2023). The good and bad of stereotype threats: understanding its effects on negative Thinking and learning performance in gamified tutoring. Communications in Computer and Information Science - CCIS. Cham: Springer. doi:10.1007/978-3-031-36336-8_51
NLM
Barbosa JFS, Challco GC, Martins FRDN, Sousa BF de, Pinto IIBS, Reis M, Santos J, Isotani S. The good and bad of stereotype threats: understanding its effects on negative Thinking and learning performance in gamified tutoring [Internet]. Communications in Computer and Information Science - CCIS. 2023 ; 1831 328-333.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-031-36336-8_51
Vancouver
Barbosa JFS, Challco GC, Martins FRDN, Sousa BF de, Pinto IIBS, Reis M, Santos J, Isotani S. The good and bad of stereotype threats: understanding its effects on negative Thinking and learning performance in gamified tutoring [Internet]. Communications in Computer and Information Science - CCIS. 2023 ; 1831 328-333.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-031-36336-8_51
Artigo de periodico
Investigating how gamified syllabic literacy impacts learning, flow and inappropriate behaviors: a single-subject study design (2022)
Jogo, Danielle Akemi; Challco, Geiser Chalco ; Pinto, Ig Ibert Bittencourt Santana ; Reis, Marcelo; Silva, Laíza Ribeiro ; Isotani, Seiji
Source: International Journal of Child-Computer Interaction. Unidade: ICMC
Subjects: ALFABETIZAÇÃO, PRÉ-ESCOLAR, CONSCIÊNCIA FONOLÓGICA, JOGOS DE COMPUTADOR
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ABNT
JOGO, Danielle Akemi et al. Investigating how gamified syllabic literacy impacts learning, flow and inappropriate behaviors: a single-subject study design. International Journal of Child-Computer Interaction, v. 33, p. 1-14, 2022Tradução . . Disponível em: https://doi.org/10.1016/j.ijcci.2022.100458. Acesso em: 28 set. 2024.
APA
Jogo, D. A., Challco, G. C., Pinto, I. I. B. S., Reis, M., Silva, L. R., & Isotani, S. (2022). Investigating how gamified syllabic literacy impacts learning, flow and inappropriate behaviors: a single-subject study design. International Journal of Child-Computer Interaction, 33, 1-14. doi:10.1016/j.ijcci.2022.100458
NLM
Jogo DA, Challco GC, Pinto IIBS, Reis M, Silva LR, Isotani S. Investigating how gamified syllabic literacy impacts learning, flow and inappropriate behaviors: a single-subject study design [Internet]. International Journal of Child-Computer Interaction. 2022 ; 33 1-14.[citado 2024 set. 28 ] Available from: https://doi.org/10.1016/j.ijcci.2022.100458
Vancouver
Jogo DA, Challco GC, Pinto IIBS, Reis M, Silva LR, Isotani S. Investigating how gamified syllabic literacy impacts learning, flow and inappropriate behaviors: a single-subject study design [Internet]. International Journal of Child-Computer Interaction. 2022 ; 33 1-14.[citado 2024 set. 28 ] Available from: https://doi.org/10.1016/j.ijcci.2022.100458
Artigo de periodico
Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias (2022)
Santos, Jário ; Pinto, Ig Ibert Bittencourt Santana ; Reis, Marcelo ; Challco, Geiser Chalco ; Isotani, Seiji
Source: Humanities and Social Sciences Communications. Unidade: ICMC
Subjects: DESIGUALDADES, RELAÇÕES DE GÊNERO, TECNOLOGIA EDUCACIONAL, COR
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ABNT
SANTOS, Jário et al. Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias. Humanities and Social Sciences Communications, v. 9, p. 1-16, 2022Tradução . . Disponível em: https://doi.org/10.1057/s41599-022-01220-6. Acesso em: 28 set. 2024.
APA
Santos, J., Pinto, I. I. B. S., Reis, M., Challco, G. C., & Isotani, S. (2022). Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias. Humanities and Social Sciences Communications, 9, 1-16. doi:10.1057/s41599-022-01220-6
NLM
Santos J, Pinto IIBS, Reis M, Challco GC, Isotani S. Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias [Internet]. Humanities and Social Sciences Communications. 2022 ; 9 1-16.[citado 2024 set. 28 ] Available from: https://doi.org/10.1057/s41599-022-01220-6
Vancouver
Santos J, Pinto IIBS, Reis M, Challco GC, Isotani S. Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias [Internet]. Humanities and Social Sciences Communications. 2022 ; 9 1-16.[citado 2024 set. 28 ] Available from: https://doi.org/10.1057/s41599-022-01220-6
Artigo de periodico
Restrição de tempo afeta na experiência de fluxo e no ensino de literatura?: estudo experimental e análises no Kahoot! (2021)
Paiva, Deise de Lacerda ; Challco, Geiser Chalco ; Isotani, Seiji ; Pinto, Ig Ibert Bittencourt Santana
Source: RENOTE - Revista Novas Tecnologias na Educação. Unidade: ICMC
Subjects: JOGOS DE COMPUTADOR, LITERATURA, APRENDIZAGEM
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ABNT
PAIVA, Deise de Lacerda et al. Restrição de tempo afeta na experiência de fluxo e no ensino de literatura?: estudo experimental e análises no Kahoot!. RENOTE - Revista Novas Tecnologias na Educação, v. 19, n. 1, p. 268-277, 2021Tradução . . Disponível em: https://doi.org/10.22456/1679-1916.118485. Acesso em: 28 set. 2024.
APA
Paiva, D. de L., Challco, G. C., Isotani, S., & Pinto, I. I. B. S. (2021). Restrição de tempo afeta na experiência de fluxo e no ensino de literatura?: estudo experimental e análises no Kahoot!. RENOTE - Revista Novas Tecnologias na Educação, 19( 1), 268-277. doi:10.22456/1679-1916.118485
NLM
Paiva D de L, Challco GC, Isotani S, Pinto IIBS. Restrição de tempo afeta na experiência de fluxo e no ensino de literatura?: estudo experimental e análises no Kahoot! [Internet]. RENOTE - Revista Novas Tecnologias na Educação. 2021 ; 19( 1): 268-277.[citado 2024 set. 28 ] Available from: https://doi.org/10.22456/1679-1916.118485
Vancouver
Paiva D de L, Challco GC, Isotani S, Pinto IIBS. Restrição de tempo afeta na experiência de fluxo e no ensino de literatura?: estudo experimental e análises no Kahoot! [Internet]. RENOTE - Revista Novas Tecnologias na Educação. 2021 ; 19( 1): 268-277.[citado 2024 set. 28 ] Available from: https://doi.org/10.22456/1679-1916.118485
Artigo de periodico
Validation and psychometric properties of the Brazilian-Portuguese dispositional flow scale 2 (DFS-BR) (2021)
Pinto, Ig Ibert Bittencourt Santana ; Freires, Leogildo ; Lu, Yu ; Challco, Geiser Chalco ; Fernandes, Sheyla; Coelho, Jorge; Costa, Julio; Pian, Yang; Marinho, Alexandre; Isotani, Seiji
Source: PLOS ONE. Unidade: ICMC
Subjects: ANÁLISE FATORIAL, ANÁLISE DE DADOS, LÍNGUA PORTUGUESA, PERSONALIDADE
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ABNT
PINTO, Ig Ibert Bittencourt Santana et al. Validation and psychometric properties of the Brazilian-Portuguese dispositional flow scale 2 (DFS-BR). PLOS ONE, v. 16, n. 7, p. 1-20, 2021Tradução . . Disponível em: https://doi.org/10.1371/journal.pone.0253044. Acesso em: 28 set. 2024.
APA
Pinto, I. I. B. S., Freires, L., Lu, Y., Challco, G. C., Fernandes, S., Coelho, J., et al. (2021). Validation and psychometric properties of the Brazilian-Portuguese dispositional flow scale 2 (DFS-BR). PLOS ONE, 16( 7), 1-20. doi:10.1371/journal.pone.0253044
NLM
Pinto IIBS, Freires L, Lu Y, Challco GC, Fernandes S, Coelho J, Costa J, Pian Y, Marinho A, Isotani S. Validation and psychometric properties of the Brazilian-Portuguese dispositional flow scale 2 (DFS-BR) [Internet]. PLOS ONE. 2021 ; 16( 7): 1-20.[citado 2024 set. 28 ] Available from: https://doi.org/10.1371/journal.pone.0253044
Vancouver
Pinto IIBS, Freires L, Lu Y, Challco GC, Fernandes S, Coelho J, Costa J, Pian Y, Marinho A, Isotani S. Validation and psychometric properties of the Brazilian-Portuguese dispositional flow scale 2 (DFS-BR) [Internet]. PLOS ONE. 2021 ; 16( 7): 1-20.[citado 2024 set. 28 ] Available from: https://doi.org/10.1371/journal.pone.0253044
Trabalho de evento-anais periodico
Can ontologies support the gamification of scripted collaborative learning sessions? (2020)
Challco, Geiser Chalco ; Pinto, Ig Ibert Bittencourt Santana ; Isotani, Seiji
Source: Lecture Notes in Computer Science. Conference titles: International Conference on Artificial Intelligence in Education - AIED. Unidade: ICMC
Subjects: APRENDIZAGEM, ONTOLOGIA, JOGOS DE COMPUTADOR
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ABNT
CHALLCO, Geiser Chalco e PINTO, Ig Ibert Bittencourt Santana e ISOTANI, Seiji. Can ontologies support the gamification of scripted collaborative learning sessions?. Lecture Notes in Computer Science. Cham: Springer. Disponível em: https://doi.org/10.1007/978-3-030-52237-7_7. Acesso em: 28 set. 2024. , 2020
APA
Challco, G. C., Pinto, I. I. B. S., & Isotani, S. (2020). Can ontologies support the gamification of scripted collaborative learning sessions? Lecture Notes in Computer Science. Cham: Springer. doi:10.1007/978-3-030-52237-7_7
NLM
Challco GC, Pinto IIBS, Isotani S. Can ontologies support the gamification of scripted collaborative learning sessions? [Internet]. Lecture Notes in Computer Science. 2020 ; 12163 79-91.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-030-52237-7_7
Vancouver
Challco GC, Pinto IIBS, Isotani S. Can ontologies support the gamification of scripted collaborative learning sessions? [Internet]. Lecture Notes in Computer Science. 2020 ; 12163 79-91.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-030-52237-7_7
Trabalho de evento
Gamification of collaborative learning scenarios: an ontological engineering approach to deal with motivational problems in scripted collaborative learning (2019)
Challco, Geiser Chalco ; Isotani, Seiji
Source: Anais. Conference titles: Congresso Brasileiro de Informática na Educação - CBIE. Unidade: ICMC
Subjects: COMPUTADOR NO ENSINO, JOGOS DE COMPUTADOR, DESENVOLVIMENTO DE SOFTWARE, ONTOLOGIAS
A citação é gerada automaticamente e pode não estar totalmente de acordo com as normas
ABNT
CHALLCO, Geiser Chalco e ISOTANI, Seiji. Gamification of collaborative learning scenarios: an ontological engineering approach to deal with motivational problems in scripted collaborative learning. 2019, Anais.. Porto Alegre: SBC, 2019. Disponível em: https://doi.org/10.5753/cbie.wcbie.2019.981. Acesso em: 28 set. 2024.
APA
Challco, G. C., & Isotani, S. (2019). Gamification of collaborative learning scenarios: an ontological engineering approach to deal with motivational problems in scripted collaborative learning. In Anais. Porto Alegre: SBC. doi:10.5753/cbie.wcbie.2019.981
NLM
Challco GC, Isotani S. Gamification of collaborative learning scenarios: an ontological engineering approach to deal with motivational problems in scripted collaborative learning [Internet]. Anais. 2019 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.5753/cbie.wcbie.2019.981
Vancouver
Challco GC, Isotani S. Gamification of collaborative learning scenarios: an ontological engineering approach to deal with motivational problems in scripted collaborative learning [Internet]. Anais. 2019 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.5753/cbie.wcbie.2019.981
Trabalho de evento
The effects of ontology-based gamification in scripted collaborative learning (2019)
Challco, Geiser Chalco ; Isotani, Seiji ; Pinto, Ig Ibert Bittencourt Santana
Source: Proceedings. Conference titles: International Conference on Advanced Learning Technologies - ICALT. Unidade: ICMC
Subjects: JOGOS DE COMPUTADOR, ONTOLOGIA, ENSINO, APRENDIZAGEM, MOTIVAÇÃO DO ALUNO
A citação é gerada automaticamente e pode não estar totalmente de acordo com as normas
ABNT
CHALLCO, Geiser Chalco e ISOTANI, Seiji e PINTO, Ig Ibert Bittencourt Santana. The effects of ontology-based gamification in scripted collaborative learning. 2019, Anais.. Los Alamitos: IEEE, 2019. Disponível em: https://doi.org/10.1109/ICALT.2019.00043. Acesso em: 28 set. 2024.
APA
Challco, G. C., Isotani, S., & Pinto, I. I. B. S. (2019). The effects of ontology-based gamification in scripted collaborative learning. In Proceedings. Los Alamitos: IEEE. doi:10.1109/ICALT.2019.00043
NLM
Challco GC, Isotani S, Pinto IIBS. The effects of ontology-based gamification in scripted collaborative learning [Internet]. Proceedings. 2019 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.1109/ICALT.2019.00043
Vancouver
Challco GC, Isotani S, Pinto IIBS. The effects of ontology-based gamification in scripted collaborative learning [Internet]. Proceedings. 2019 ;[citado 2024 set. 28 ] Available from: https://doi.org/10.1109/ICALT.2019.00043
Trabalho de evento-anais periodico
Using ontology and gamification to improve students’ participation and motivation in CSCL (2018)
Challco, Geiser Chalco; Mizoguchi, Riichiro; Isotani, Seiji
Source: Communications in Computer and Information Science. Conference titles: International Workshop on Social, Semantic, Adaptive and Gamification Techniques and Technologies for Distance Learning - HEFA. Unidade: ICMC
Subjects: ONTOLOGIA, COOPERAÇÃO, ROTEIROS, MOTIVAÇÃO, JOGOS EDUCATIVOS, MODELOS DE APRENDIZAGEM
A citação é gerada automaticamente e pode não estar totalmente de acordo com as normas
ABNT
CHALLCO, Geiser Chalco e MIZOGUCHI, Riichiro e ISOTANI, Seiji. Using ontology and gamification to improve students’ participation and motivation in CSCL. Communications in Computer and Information Science. Cham, Switzerland: Springer Nature Switzerland AG. Disponível em: https://doi.org/10.1007/978-3-319-97934-2_11. Acesso em: 28 set. 2024. , 2018
APA
Challco, G. C., Mizoguchi, R., & Isotani, S. (2018). Using ontology and gamification to improve students’ participation and motivation in CSCL. Communications in Computer and Information Science. Cham, Switzerland: Springer Nature Switzerland AG. doi:10.1007/978-3-319-97934-2_11
NLM
Challco GC, Mizoguchi R, Isotani S. Using ontology and gamification to improve students’ participation and motivation in CSCL [Internet]. Communications in Computer and Information Science. 2018 ; 832 174-191.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-319-97934-2_11
Vancouver
Challco GC, Mizoguchi R, Isotani S. Using ontology and gamification to improve students’ participation and motivation in CSCL [Internet]. Communications in Computer and Information Science. 2018 ; 832 174-191.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-319-97934-2_11
Tese (Doutorado)
Gamification of collaborative learning scenarios: an ontological engineering approach to deal with the motivation problem caused by computer-supported collaborative learning scripts (2018)
Challco, Geiser Chalco; Isotani, Seiji (Orientador)
Unidade: ICMC
Subjects: ONTOLOGIAS, ENSINO E APRENDIZAGEM, SISTEMAS TUTORES INTELIGENTES
A citação é gerada automaticamente e pode não estar totalmente de acordo com as normas
ABNT
CHALLCO, Geiser Chalco. Gamification of collaborative learning scenarios: an ontological engineering approach to deal with the motivation problem caused by computer-supported collaborative learning scripts. 2018. Tese (Doutorado) – Universidade de São Paulo, São Carlos, 2018. Disponível em: http://www.teses.usp.br/teses/disponiveis/55/55134/tde-25032019-103526/. Acesso em: 28 set. 2024.
APA
Challco, G. C. (2018). Gamification of collaborative learning scenarios: an ontological engineering approach to deal with the motivation problem caused by computer-supported collaborative learning scripts (Tese (Doutorado). Universidade de São Paulo, São Carlos. Recuperado de http://www.teses.usp.br/teses/disponiveis/55/55134/tde-25032019-103526/
NLM
Challco GC. Gamification of collaborative learning scenarios: an ontological engineering approach to deal with the motivation problem caused by computer-supported collaborative learning scripts [Internet]. 2018 ;[citado 2024 set. 28 ] Available from: http://www.teses.usp.br/teses/disponiveis/55/55134/tde-25032019-103526/
Vancouver
Challco GC. Gamification of collaborative learning scenarios: an ontological engineering approach to deal with the motivation problem caused by computer-supported collaborative learning scripts [Internet]. 2018 ;[citado 2024 set. 28 ] Available from: http://www.teses.usp.br/teses/disponiveis/55/55134/tde-25032019-103526/
Trabalho de evento-anais periodico
Gamification of collaborative learning scenarios: structuring persuasive strategies using game elements and ontologies (2016)
Challco, Geiser Chalco; Mizoguchi, Riichiro; Bittencourt, Ig I; Isotani, Seiji
Source: Communications in Computer and Information Science. Conference titles: International Workshop Social Computing in Digital Education - SOCIALEDU 2015. Unidade: ICMC
Subjects: FERRAMENTAS (SISTEMAS COMPUTACIONAIS), ONTOLOGIA, WEB SEMÂNTICA
A citação é gerada automaticamente e pode não estar totalmente de acordo com as normas
ABNT
CHALLCO, Geiser Chalco et al. Gamification of collaborative learning scenarios: structuring persuasive strategies using game elements and ontologies. Communications in Computer and Information Science. Cham, Switzerland: Springer International Publishing. Disponível em: https://doi.org/10.1007/978-3-319-39672-9_2. Acesso em: 28 set. 2024. , 2016
APA
Challco, G. C., Mizoguchi, R., Bittencourt, I. I., & Isotani, S. (2016). Gamification of collaborative learning scenarios: structuring persuasive strategies using game elements and ontologies. Communications in Computer and Information Science. Cham, Switzerland: Springer International Publishing. doi:10.1007/978-3-319-39672-9_2
NLM
Challco GC, Mizoguchi R, Bittencourt II, Isotani S. Gamification of collaborative learning scenarios: structuring persuasive strategies using game elements and ontologies [Internet]. Communications in Computer and Information Science. 2016 ; 606 12-28.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-319-39672-9_2
Vancouver
Challco GC, Mizoguchi R, Bittencourt II, Isotani S. Gamification of collaborative learning scenarios: structuring persuasive strategies using game elements and ontologies [Internet]. Communications in Computer and Information Science. 2016 ; 606 12-28.[citado 2024 set. 28 ] Available from: https://doi.org/10.1007/978-3-319-39672-9_2
Artigo de periodico
Step towards a model to bridge the gap between personality traits and collaborative learning roles (2016)
Reis, Rachel C. D.; Rodriguez, Carla L.; Challco, Geiser Chalco; Lyra, Kamila T.; Marques, Leonardo B.; Jaques, Patrícia A.; Marques, Leonardo B; Bittencourt, Ig Ibert; Isotani, Seiji
Source: Interaction Design and Architecture(s) Journal - IxD&A. Unidade: ICMC
Subjects: FERRAMENTAS (SISTEMAS COMPUTACIONAIS), ONTOLOGIA, WEB SEMÂNTICA
A citação é gerada automaticamente e pode não estar totalmente de acordo com as normas
ABNT
REIS, Rachel C. D. et al. Step towards a model to bridge the gap between personality traits and collaborative learning roles. Interaction Design and Architecture(s) Journal - IxD&A, v. 28, p. 124-144, 2016Tradução . . Disponível em: http://www.mifav.uniroma2.it/inevent/events/idea2010/doc/28_7.pdf. Acesso em: 28 set. 2024.
APA
Reis, R. C. D., Rodriguez, C. L., Challco, G. C., Lyra, K. T., Marques, L. B., Jaques, P. A., et al. (2016). Step towards a model to bridge the gap between personality traits and collaborative learning roles. Interaction Design and Architecture(s) Journal - IxD&A, 28, 124-144. Recuperado de http://www.mifav.uniroma2.it/inevent/events/idea2010/doc/28_7.pdf
NLM
Reis RCD, Rodriguez CL, Challco GC, Lyra KT, Marques LB, Jaques PA, Marques LB, Bittencourt II, Isotani S. Step towards a model to bridge the gap between personality traits and collaborative learning roles [Internet]. Interaction Design and Architecture(s) Journal - IxD&A. 2016 ; 28 124-144.[citado 2024 set. 28 ] Available from: http://www.mifav.uniroma2.it/inevent/events/idea2010/doc/28_7.pdf
Vancouver
Reis RCD, Rodriguez CL, Challco GC, Lyra KT, Marques LB, Jaques PA, Marques LB, Bittencourt II, Isotani S. Step towards a model to bridge the gap between personality traits and collaborative learning roles [Internet]. Interaction Design and Architecture(s) Journal - IxD&A. 2016 ; 28 124-144.[citado 2024 set. 28 ] Available from: http://www.mifav.uniroma2.it/inevent/events/idea2010/doc/28_7.pdf

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