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- Enhancing higher education with artificial intelligence: implementing and assessing a chatbot in a business information systems coursePublication . Isaias, Pedro; Hoque, Tania Tanzin; Miranda, Paula; Sampson, Demetrios; Isaías, Pedro; Ifenthaler, DirkThe higher education sector is continuously searching for innovative technologies that can assist both lecturers and students to be prolific. The deployment of artificial intelligence in educational settings can assume a panoply of forms. Chatbots are a valuable example of the deployment of artificial intelligence in higher education, as they become increasingly popular in other areas of society. As with any innovative technology, the use of chatbots, in higher education, requires extensive research and careful consideration of their pedagogical value. The lessons learned from lecturers who experiment with chatbots can constitute important evidence to support their use. This paper presents a chatbot specifically designed for a higher education course, named RESOURCEbot, its mechanics and workflows. This chatbot was used in a university course to assist the students with recommendations of relevant research papers. It is also presented the chatbot’s evaluation. The evaluation of the RESOURCEbot derived from a questionnaire that was distributed among the students to assess their opinions about the experience of using a chatbot, its performance and their intention to use chatbots in educational settings. The results highlighted some of RESOURCEbot’s limitations, such as some difficulty in understanding the students’ prompts, but overall, they reflected the students’ positive opinions concerning its ease of use, and the value and pertinence of its recommendations.
- How will it blend?: design considerations for blended learning in higher educationPublication . Miranda, Paula; Isaías, Pedro; Pífano, Sara; Auer, Michael E.; Rüütmann, TiiaWithin the higher education sector, blended learning strategies succeed largely because of their promise to deliver the best of both worlds to students: face-to-face education and online learning. The implementation of blended learning in courses and programmes is commonly associated with an enhanced student expe-rience resulting from broader access to learning resources, improved interactivity and cooperation, increased participation and motivation, and increased control of students’ own learning. This paper presents a design model that can assist in the development, implementation and evaluation of blended learning courses. The model is supported by a review of the literature and a multiple case study analysis of three higher education courses, in Australia. The design model is composed of six core elements: early planning and clear communication, in-class active learning, appropriate online technology selection, engaging online content and activities, student online and in-class assessment, and multi-layered course evaluation.
- Implementation and evaluation of a chatbot in a business course in higher educationPublication . Isaías, Pedro; Hoque, Tania Tanzin; Miranda, PaulaWhile the higher education sector is continuously searching for innovative technologies, the use of chatbots requires extensive research and careful consideration of their pedagogical value. The lessons learned from lecturers who experiment with chatbots can constitute important evidence to support their use. This paper presents a chatbot specifically designed for a Higher Education course, named RESOURCEbot, its mechanics and workflows. This chatbot was used in a university course to assist the students with recommendations of relevant research papers. It is also presented the chatbot´s evaluation. The evaluation of the RESOURCEbot derived from a questionnaire that was distributed among the students to assess their opinions about the experience of using a chatbot, its performance and their intention to use chatbots in educational settings. The results highlighted some of RESOURCEbot’s limitations, such as some difficulty in understanding the students’ prompts, but overall they reflected the students’ positive opinions concerning its ease of use, and the value and pertinence of its recommendations.
- Learn, earn, and game on: integrated reward mechanism between educational and recreational gamesPublication . Tarigan, Jos Timanta; Zendrato, Niskarto; Isaías, Pedro; kommers, PietRewards play a key role in gamifying education, especially when learners perceive them as valuable. However, in many educational games, rewards often lack a meaningful impact or long-term appeal, which limits their ability to motivate user performance effectively. This study introduces a novel integrated reward system designed to increase the perceived value of educational rewards by allowing them to be used in a separate recreational game. The system was implemented using two Android-based applications: EduGym, a microlearning quiz-based educational game, and EduShooter, a top-down action shooter recreational game. Coins earned in EduGym quizzes can be used to upgrade characters and unlock content in EduShooter, forming a cross-game incentive. A user study involving 48 participants demonstrated that those with access to the integrated system responded more positively to EduGym’s reward mechanism and rated their overall game experience favorably. The reward system also enhanced learners’ perception of their educational achievements by linking them to meaningful in-game benefits. These findings suggest that integrating educational and entertainment games through a cross-game currency system can significantly strengthen the motivational appeal and perceived value of rewards in these games.
- Student perspectives and usage of adaptive learning technology in the university physiology course, and the association with question designPublication . Abe, Haruna; Colthorpe, Kay; Isaías, PedroTo improve the online learning experience, adaptive learning technologies are being used to personalise learning content to suit individual learning needs, with learning analytics being integrated to collect data about the student usage behaviour on the platform. Research indicates that the adaptive learning platforms promote a supportive learning environment, but in order to examine the impact of specific aspects of the platform on student learning, more detailed research is needed regarding the students’ perspective of using the platform, and the learning analytics data related to the platform. The participants were students who were enrolled in the physiology courses at the University of Queensland, Brisbane, Australia. Students accessed the Smart Sparrow adaptive learning platform, or modules, typically during the practical (laboratory) class. The student feedback and learning analytics data were then collected and analysed with respect to Action Potentials and Vestibular Function modules in 2019. The results for the Vestibular Function module showed that students commonly mentioned visual features and questions and activities as helpful for learning. On the contrary, students commonly reported that learning was hindered by the need to answer questions to proceed to the next slide, and the module not being able to recognise correct responses for short answer questions. In addition, there was a noticeable decline in the percentage of students attempting questions as it approached the latter part of both modules. These study findings will support instructors when designing or reassessing their online learning platforms, and by suggesting ways to enhance the student learning experience.
- Teaching and learning in the generative artificial intelligence agePublication . Sampson, Demetrios; Isaias, Pedro; Ifenthaler, Dirk; Sampson, DemetriosThis book brings together contributions from prominent researchers investigating the changes in teaching, learning, and assessment with and beyond generative artificial intelligence (GenAI). These chapters represent a variety of research themes and approaches, offering insights into how GenAI is adopted in different educational practices, identifying opportunities and challenges in this rapidly developing field. The volume extends selected presentations from the Cognition and Exploratory Learning in the Digital Age (CELDA 2024) conference, contributing valuable insights for educators, researchers, and policymakers navigating an increasingly AI-driven educational landscape.
- ThinkBox: when gamification meets artificial intelligence: rethinking learning experiencesPublication . Pardim, Vanessa Itacaramby; Viana, Adriana Backx Noronha; Isaías, Pedro; Contreras Pinochet, Luis Hernan; Schnaider Nissimoff, Paula Sarita Bigio; França Carvalho, João ViníciusThis article argues that combining gamification with artificial intelligence (AI) can substantially redesign learning experiences in both education and corporate training by making them more engaging (via game elements like points, badges, narratives, and progression) while also becoming more adaptive and personalized through data-driven adjustment of difficulty, feedback, and rewards to different learner profiles (including motivational “player types,” e.g., via the Hexad model). It stresses that AI’s role should be supportive rather than substitutive—helping educators and trainers with operational tasks and analytics so they can focus on human aspects like dialogue, mediation, motivation, and critical thinking—while warning that the same integration can create ethical and social risks, such as excessive monitoring, manipulation of intrinsic motivation, privacy issues, bias, and widening inequalities through digital exclusion. The piece concludes that the promise of AI+gamification depends on human-centred, transparent, inclusive design, and calls for future research that tests impacts across contexts (including low-connectivity settings) and develops ways to mitigate bias and harmful dependencies.
- Transformação digital nas organizações: fundamentos, tecnologias e estratégiaPublication . Isaias, Pedro; Miranda, Paula; Pífano, SaraA transformação digital deixou de ser uma opção para se tornar uma exigência competitiva e estratégica. Num cenário em que a tecnologia redefine modelos de negócio, acelera operações e cria novas experiências para os utilizadores, sobreviver e prosperar é um desafio a vencer. Este livro, numa abordagem clara, prática e estruturada, apresenta o que importa saber sobre como enfrentar essa transição. Parte dos conceitos fundamentais para explorar os principais impulsionadores da transformação digital, desde a inteligência artificial, computação em nuvem e internet das coisas até blockchain, realidade aumentada e digital twins. Combinando fundamentos teóricos com ilustrações práticas, a obra conduz o leitor através dos elementos centrais da transformação digital: estratégia organizacional, experiência do utilizador, reconfiguração operacional e reinvenção dos modelos de negócio. Uma leitura essencial para estudantes, profissionais e decisores que pretendem compreender e aplicar os fundamentos da transformação digital nos seus contextos organizacionais.