Gestão e Economia | Artigos em revistas internacionais / Papers in international journals
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Browsing Gestão e Economia | Artigos em revistas internacionais / Papers in international journals by Sustainable Development Goals (SDG) "04:Educação de Qualidade"
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- Critical reflections on tourism: phenomenological perspectives on global-South, degrowth and the role of visual aidsPublication . Nobre, Ângela Lacerda; Gameiro, Amandine; Duarte, Rogério; Jacquinet, Marc; Pérez, RafaelFrom a critical phenomenology perspective, it is possible to interpret tourism as an open arena where different players interact, thus illustrating the rationale behind their epistemic positioning. Tourism, as an economic sector, is both a product and a producer of what is happening at global level. This to-and-from mutual determinations may be exemplified by visual aids that help to map the conceptual models that shape scientific debate. The research objective of the present study is to critically explore the theoretical potential of the global-South paradigm in order to bring a better understanding of tourism, illuminating the creative tensions that are shaping this dynamic, complex, multifactorial and structuring sector. The global-South paradigm involves degrowth theories and other non-orthodox economic perspectives that determine how cities, communities and territories manage their symbolic and intangible heritage that, in turn, determine decision-making, political debate and, ultimately, the living conditions of their population. The contribution of the present research is to draw together a plethora of academic schools of thought that may help to critically identify the active forces in the tourism sector. The goal is not to offer detailed scientific evidence of the social, economic and political strains in tourism but to indicate and to highlight the potential that is already there to be explored in open reflection and in theoretical incursions, contributing to expand the horizons of thought and action of contemporary societies.
- O esporte como ferramenta da sustentabilidade social nas instituições esportivasPublication . Ocampo, Gisele Kede Flor; Jacquinet, Marc; Azevedo, Antonio Adelúzio Gomes deA Sustentabilidade Social se refere a um conjunto de ações que visam melhorar a qualidade de vida da população. Está, portanto, relacionada com ações que reduzam as desigualdades sociais, ampliem direitos e garantam acesso a serviços como educação e saúde melhorando a qualidade de vida e oferecendo oportunidades as pessoas mais desfavorecidas melhorando assim a sua qualidade de vida. Assim, pode-se considerar o esporte um aliado das atividades de sustentabilidade social visto o esporte prega a inclusão, respeito, ética, disciplina, formação de caráter, saúde e qualidade de vida. Por meio do esporte pode-se desenvolver projetos e aulas que promovam valores diminuindo o preconceito, valorizando as diferenças, respeitando as mulheres além de trabalhar as competências emocionais fortalecendo a cultura esportiva na comunidade. Diante deste cenário vê-se a necessidade das instituições esportivas se engajarem no desenvolvimento da sustentabilidade. Neste estudo qualitativo-descritivo foram estudadas as instalações esportivas do Serviço social do comércio - Sesc no Distrito Federal.
- Framework for Web 2.0 implementation in higher education: experts’ validationPublication . Isaías, Pedro; Miranda, Paula; Pífano, SaraTechnology, and Web 2.0 in particular, has been the focus of many universities’ efforts to respond to 21st-century learners’ demands and the volatile nature of the modern workplace. Web 2.0, with the numerous benefits it presents, seems to fit the needs of a socially connected and information-led society, but its integration in educational settings remains an intricate process. This paper examines the factors that potentiate the successful integration of Web 2.0 tools in higher education, by structuring them into a framework composed of six elements. The framework was validated by an online questionnaire that was distributed among higher education experts, who reiterated the importance of all the factors: technology selection, user-friendly tools, students’ participation, high number of active students, relevant content, and features for content addition and communication.
- Immersive learning as an opportunity to upgrade learning outcomes and improving skills in political and social sciencesPublication . Jacquinet, Marc; Caetano, João RelvãoIn recent years, new models and methods of learning and teaching have made their way into social sciences curricula, moving beyond STEM education in higher learning institutions. They can be considered as a complement to the classes. An interesting case is presented here for political science. Starting from the analysis of context and several experiments of immersive learning in the domain of political and social sciences, the authors report their own experience as teachers of the subject matter of “Elites and social movements” with BA students. This research corroborates conclusions from earlier studies and presents proposals that allow reflecting about the adequacy of new methods of teaching and learning to contexts of high exigency and training for new elite’s members.
- 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.
- Rethinking curriculum development through design thinkingPublication . Duarte, Rogério; Nobre, Ângela Lacerda; Pimentel, Fernando; Jacquinet, MarcHigher education institutions must be aware of the transformations that occur in societies in order to innovate and to offer revised educational curricula. Design Thinking is a tool that helps to foster innovation in business contexts. Could this methodology be used in higher education for curriculum development? The present article considers this question by presenting the Design Thinking methodology, establishing links with outcome based education, constructive alignment principles, and discussing the context specific to higher education institutions.
- 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.
- The issue of public sector information resources at the treshold of big dataPublication . Jacquinet, Marc
- 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.