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A Journey to Identify Users' Classification Strategies to Customize Game-Based and Gamified Learning Environments.

, , , , , , , , , , , , и . IEEE Trans. Learn. Technol., (2024)

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Ely de Oliveira

Maria Elaine Araujo Oliveira

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Sheron Francisco De Oliveira

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Are They Learning or Playing? Moderator Conditions of Gamification's Success in Programming Classrooms., , , , , , , , , и 1 other автор(ы). ACM Trans. Comput. Educ., 22 (3): 30:1-30:27 (2022)Fun learning in inclusive education: an approach using Beauty Technology, a tangible artefact, and affective states evaluation., , , , , , , и . ICALT, стр. 266-268. IEEE, (2022)Generation of critical mass in education: An approach based on multiple vortexes., , и . FIE, стр. 1-8. IEEE Computer Society, (2014)Distance education with remote poles: An example from the Amazon region., , , и . FIE, стр. 1-5. IEEE Computer Society, (2012)An Empirical Study to Evaluate the Feasibility of a UX and Usability Inspection Technique for Mobile Applications., , , , , , и . SEKE, стр. 595-599. KSI Research Inc. and Knowledge Systems Institute Graduate School, (2016)A Journey to Identify Users' Classification Strategies to Customize Game-Based and Gamified Learning Environments., , , , , , , , , и 3 other автор(ы). IEEE Trans. Learn. Technol., (2024)MOOCOLAB - A Customized Collaboration Framework in Massive Open Online Courses., , , и . ITS, том 12149 из Lecture Notes in Computer Science, стр. 125-131. Springer, (2020)MobiMonitor: A mobile app for monitoring distance courses in the Amazon region., , , , и . FIE, стр. 1-8. IEEE Computer Society, (2014)The engage taxonomy: SDT-based measurable engagement indicators for MOOCs and their evaluation., , , , , , и . User Model. User Adapt. Interact., 34 (2): 323-374 (апреля 2024)Negative Emotions, Positive Experience: What Are We Doing Wrong When Evaluating the UX?, , и . CHI Extended Abstracts, ACM, (2019)