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Evaluating the Impact of Mars and Venus Effect on the Use of an Adaptive Learning Technology for Portuguese and Mathematics.

, , , , , and . ICALT, page 31-35. IEEE Computer Society, (2016)

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Towards an Ontological Infrastructure for Content Modeling and Personalization., , , and . SMAP, page 107-112. IEEE, (2012)Group Formation in CSCL: A Review of the State of the Art., , , and . HEFA, volume 832 of Communications in Computer and Information Science, page 71-88. Springer, (2017)An object triple mapping system supporting detached objects: A performance and memory usage empirical comparison., , , , and . Eng. Appl. Artif. Intell., (2017)An approach for planning and deploying gamification concepts with social networks within educational contexts., , , , and . Int. J. Inf. Manag., (2019)Does gamification work for boys and girls?: An exploratory study with a virtual learning environment., , , , and . SAC, page 214-219. ACM, (2015)When Is It Best to Learn with All Worked Examples?, and . AIED, volume 6738 of Lecture Notes in Computer Science, page 222-229. Springer, (2011)An Ontological Model to Blend Didactic Instruction and Collaborative Learning., , , and . CRIWG, volume 6969 of Lecture Notes in Computer Science, page 1-13. Springer, (2011)Rule-based expert systems to support step-by-step guidance in algebraic problem solving: The case of the tutor PAT2Math., , , , , , and . Expert Syst. Appl., 40 (14): 5456-5465 (2013)The effects of personalized gamification on students' flow experience, motivation, and enjoyment., , , , , , and . Smart Learn. Environ., 9 (1): 16 (2022)Narrative for Gamification in Education: Why Should you Care?, , , , and . ICALT, page 97-99. IEEE, (2019)