A study on the usage of mobile devices in collaborative environments vs desktops: An approach based on flow experience

The teaching method using the computer is an added value, it is certainly very appealing to students and more motivating, stimulating them to interact with different situations and depictions of real life, forcing the student to think creatively and independently new subjects and materials. New technologies have created new spaces of knowledge. Now, besides the school, also the company and place of residence became places of education and learning. The number of people in their homes using the Internet to increase their knowledge is increasing. The combination of a personal atmosphere, together with the ability to manage their time and what to learn, makes the use of courses of e-learning increase. In order to evaluate the use of mobile devices and desktops and the potential of mobile devices in collaborative environments vs desktops, it was performed a experiment involving students of higher education. This study has the main objective to validate if the students that use laptops or desktops are in the flow experience and witch of them are more in the flow experience. This study is based on the flow experience introduced by Csikszentmihalyi (1975). The main purpose of this study is to establish whether the user is feeling the flow experience when using Google Groups when using laptops or desktops. In the context of this study, information has been gathered through a survey, applying the five dimensions of the flow state. The sample used consisted on one hundred and twelve students. At the end of the study, after analyzing the gathered information, it was possible to conclude that students have experienced the flow and that it had a positive effect on their learning experiences both by students using laptops or desktops, but having the students that used the laptops more engaged in the flow experience than the students that used desktops.info:eu-repo/semantics/acceptedVersio

A study on the usage of mobile devices in collaborative environments vs desktops: An approach based on flow experience

The teaching method using the computer is an added value, it is certainly very appealing to students and more motivating, stimulating them to interact with different situations and depictions of real life, forcing the student to think creatively and independently new subjects and materials. New technologies have created new spaces of knowledge. Now, besides the school, also the company and place of residence became places of education and learning. The number of people in their homes using the Internet to increase their knowledge is increasing. The combination of a personal atmosphere, together with the ability to manage their time and what to learn, makes the use of courses of e-learning increase. In order to evaluate the use of mobile devices and desktops and the potential of mobile devices in collaborative environments vs desktops, it was performed a experiment involving students of higher education. This study has the main objective to validate if the students that use laptops or desktops are in the flow experience and witch of them are more in the flow experience. This study is based on the flow experience introduced by Csikszentmihalyi (1975). The main purpose of this study is to establish whether the user is feeling the flow experience when using Google Groups when using laptops or desktops. In the context of this study, information has been gathered through a survey, applying the five dimensions of the flow state. The sample used consisted on one hundred and twelve students. At the end of the study, after analyzing the gathered information, it was possible to conclude that students have experienced the flow and that it had a positive effect on their learning experiences both by students using laptops or desktops, but having the students that used the laptops more engaged in the flow experience than the students that used desktops.info:eu-repo/semantics/acceptedVersio

O m-learning no contexto do ensino superior: uma proposta para a sua avaliação em ambientes colaborativos

Tese apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Doutor em Ciências da Informação, especialização em Sistemas e Tecnologias da Informação.O actual avanço nas Tecnologias de Informação e Comunicação contribuiu para a democratização no ensino, possibilitando ultrapassar limitações de espaço e de tempo, e proporcionando um acesso à informação de forma mais fácil, rápida e de menor custo. Tal possibilitou novas formas de aproximação entre quem quer aprender e o conhecimento. As instituições de Ensino Superior não podem ser alheias a estes avanços tecnológicos. Em consequência, assiste-se à crescente adopção de novas formas de aprendizagem, mediadas pelas tecnologias e pelo digital, de forma a dar resposta aos desafios com que a sociedade deste início de século se confronta. Entre a multiplicidade de oferta tecnológica encontra-se a computação móvel e os dispositivos móveis, que vieram permitir uma aprendizagem menos limitada do que os computadores de secretária. Os dispositivos móveis (PDA, telemóvel, Smartphone, Tablet PC e Portáteis), ganharam, desta forma, uma variedade de equipamentos já vulgarizados na nossa sociedade. Esta evolução resultou na criação de uma proposta tecnológica designada por m-learning. O presente estudo propõe-se verificar se a utilização de dispositivos móveis é também um meio de aprendizagem para os vários intervenientes, e avaliar o seu processo de adopção e difusão da inovação. De forma a verificar a aprendizagem, recorreu-se ao conceito de experiência de fluxo. O estudo pretende indagar se, com dispositivos móveis, os diferentes intervenientes no processo de difusão da inovação se encontram em experiência de fluxo. De modo a operacionalizar o estudo, foram concebidos e aplicados quatro inquéritos em ambientes de utilização de ferramentas de apoio ao ensino e aprendizagem, e comparados os desempenhos e percepção dos alunos com recurso a desktops e dispositivos móveis. Foi considerada uma amostra com cento e doze inquiridos do Ensino Superior. Da análise de dados, verificou-se que as pessoas mais inovadoras aprendem menos, quando estão a utilizar o Google Groups, do que as pessoas menos inovadoras, no caso da nossa amostra. No entanto esta diferença encontrada não foi estatisticamente significativa. Por outro lado, também se verificou de forma estatisticamente significativa, que os utilizadores dos portáteis aprendem mais do que os utilizadores do desktop, quando estão a utilizar o Google Groups. Estes resultados parecem confirmar a adopção crescente de dispositivos móveis no contexto das instituições de Ensino Superior como uma tendência positiva para o suporte do ensino e aprendizagem. The current advances in Information and Communication Technologies have contributed to the democratization in education, overcoming the limitations of space and time in order to access information in an easier, faster and cheaper way. This has enabled new ways of bringing together both those who want to learn and knowledge. Higher education institutions cannot be oblivious to these technological advances. Consequently, new ways of learning have gradually been adopted, handled through technologies and the digital, in order to meet the challenges our society is facing in this new century. Among many technological offerings, mobile computing and mobile devices have enabled a learning that is less limited than the desktop computers. This way mobile devices (PDA, mobile phone, Smartphone, Tablet PC and Laptops), gained a variety of equipment, which has already been widespread in our society. This development has resulted in the creation of a technological proposal called m-learning. This study aims to investigate whether the use of mobile devices is also a learning environment for the various users and evaluate their process of adoption and diffusion of innovation. The concept of flow experience was used in order to verify learning. The study aims to investigate whether, with mobile devices, different users in the process of diffusion of innovation experimented the flow experience. In order to validate the study, four questionnaires were designed and applied in environments using tools to support teaching and learning, and the performances and perception of students using desktops and mobile devices were compared. A sample of one hundred and twelve respondents of higher education was considered. Through data analysis it was possible to conclude that, according to our sample, more innovative people learn less than less innovative people when using Google Groups. However, the difference is not statistically significant. On the other hand it was possible to verify, in a statistical significant way, that laptop users learn more than desktop users when using Google Groups. These results seem to confirm the growing adoption of mobile devices in the context of higher education institutions as a positive trend for the support of teaching and learning

O uso dos jogos como estratégia de aprendizagem para alunos do 1º ciclo do ensino básico : o caso do CD-ROM "Escola digital"

Mestrado em Gestão da InformaçãoO e-learning surge da aplicação das Tecnologias de Informação e Comunicação (TIC) aos processos de ensino e aprendizagem levando à criação de novas formas de aprendizagem à distância, que contribuem para um repensar no desenvolvimento do capital humano. Os jogos são uma das formas de e-learning em que quem joga aprende ao seu ritmo com o apoio de um tutor de forma lúdica, mas efectiva. Um dos principais desafios de um jogo dedicado ao ensino será o de motivar os alunos para a aprendizagem. Criar um jogo não é apenas fornecer conteúdos, mas também facilitar as experiências dos alunos. Para tal, é necessário ter presentes as teorias subjacentes aos jogos. Um dos factores essenciais que se considerou neste estudo foi a expêriencia de fluxo introduzida por Csikszentmihalyi (1975).A experiência do fluxo permite a quem está sob o seu efeito sentir-se divertido, envolvido, satisfeito e absorvido com o que está a fazer. Esta satisfação tem como efeito positivo fazer com que o indivíduo seja encorajado a repetir e a concentrar-se na tarefa proposta. O trabalho realizado tem como objectivo determinar se com o uso de jogos didácticos de Matemática, o utilizador se encontra em experiência de fluxo. Para o estudo foi elaborado um inquérito com as cinco dimensões que permitem definir o estado de fluxo.Foi utilizada uma amostra de vinte e nove alunos, em que cada um realizou cinco jogos. No final foi realizada uma análise dos dados recolhidos e verificou-se que os jogos utilizados proporcionaram a experiência de fluxo aos seus utilizadores e que estes beneficiaram em termos de aprendizagem dos mesmos. ABSTRACT: E-learing was developed as a consequence of the introduction of Information and Communication Technology (ICT) in teaching. It took teaching to a different level since, for the first time, distance learning became possible. Computer games are a form of e-learning; the player is able to learn at his own rhythm in a fun but effective way with the eventual help of a tutor. One of the most important aims of these educational games is, not only to teach the contents, but also to motivate the pupils to make learning easier by using their own experiences. Specific theories are required to create this sort of games. The core of this study is based on the flow experience introduced by Csikszentmihalyi (1975). The person who undergoes the flow experience feels pleased and fully emerged in what he is doing and tends to repeat the activity. The main purpose of this study is to establish whether the user is feeling the flow experience when using educational games. In the context of this study, information has been gathered through questionnaires utilizing the five dimensions of the flow state. The sample used consisted of twenty nine pupils; each of them played five games. At the end of the study, after analyzing the gathered information, it was possible to conclude that the pupils have experienced the flow and that it had a positive effect on their learning experiences

LIBEROPINION –A Web Platform for Public Participation

info:eu-repo/semantics/publishedVersio

LIBEROPINION – a web platform for public participation

info:eu-repo/semantics/publishedVersio

Working group on ecosystem assessment of Western European shelf seas (WGEAWESS)

The ICES Working Group on Ecosystem Assessment of Western European Shelf Seas (WGEA-WESS) aims to provide high quality science in support to holistic, adaptive, evidence-based man-agement in the Celtic seas, Bay of Biscay and Iberian coast regions. The group works towards developing integrated ecosystem assessments for both the (i) Celtic Seas and (ii) Bay of Biscay and Iberian Coast which are summarized in the Ecosystem Overviews (EOs) advice products that were recently updated. Integrated Trend Analysis (ITA) were performed for multiple sub-ecoregions and used to develop an understanding of ecosystem responses to pressures at varying spatial scales. Ecosystem models (primarily Ecopath with Ecosim; EwE) were developed and identified for fisheries and spatial management advice. The updated Celtic Seas EO represents a large step forward for EOs, with the inclusion of novel sections on climate change, foodweb and productivity, the first application of the new guidelines for building the conceptual diagram, inclusion of socio-economic indicators, and progress made toward complying with the Transparent Assessment Framework (TAF). We highlight ongoing issues relevant to the development and communication of EO conceptual diagrams. A common methodology using dynamic factor analysis (DFA) was used to perform ITA in a comparable way for seven subregions. This was supported by the design and compilation of the first standardized cross-regional dataset. A comparison of the main trends evidenced among subregions over the period 1993–2020 was conducted and will be published soon. A list of available and developing EWE models for the region was also generated. Here, we re-port on the advances in temporal and spatial ecosystem modelling, such as their capacity to model the impacts of sector activities (e.g. renewables and fisheries) and quantify foodweb indi-cators. We also reflect on model quality assessment with the key run of the Irish sea EwE model. The group highlighted the hurdles and gaps in current models in support of EBM, such as the choice of a relevant functional, spatial, and temporal scales and the impacts of model structure on our capacity to draw comparisons from models of different regions. The group aims to ad-dress these issues in coming years and identify routes for ecosystem model derived information into ICES advice.info:eu-repo/semantics/publishedVersio

Global Spatial Risk Assessment of Sharks Under the Footprint of Fisheries

Effective ocean management and conservation of highly migratory species depends on resolving overlap between animal movements and distributions and fishing effort. Yet, this information is lacking at a global scale. Here we show, using a big-data approach combining satellite-tracked movements of pelagic sharks and global fishing fleets, that 24% of the mean monthly space used by sharks falls under the footprint of pelagic longline fisheries. Space use hotspots of commercially valuable sharks and of internationally protected species had the highest overlap with longlines (up to 76% and 64%, respectively) and were also associated with significant increases in fishing effort. We conclude that pelagic sharks have limited spatial refuge from current levels of high-seas fishing effort. Results demonstrate an urgent need for conservation and management measures at high-seas shark hotspots and highlight the potential of simultaneous satellite surveillance of megafauna and fishers as a tool for near-real time, dynamic management

Multidifferential study of identified charged hadron distributions in ZZ-tagged jets in proton-proton collisions at s=\sqrt{s}=13 TeV

Jet fragmentation functions are measured for the first time in proton-proton collisions for charged pions, kaons, and protons within jets recoiling against a $Z$ boson. The charged-hadron distributions are studied longitudinally and transversely to the jet direction for jets with transverse momentum 20 $< p_{\textrm{T}} < 100$ GeV and in the pseudorapidity range $2.5 < \eta < 4$. The data sample was collected with the LHCb experiment at a center-of-mass energy of 13 TeV, corresponding to an integrated luminosity of 1.64 fb$^{-1}$. Triple differential distributions as a function of the hadron longitudinal momentum fraction, hadron transverse momentum, and jet transverse momentum are also measured for the first time. This helps constrain transverse-momentum-dependent fragmentation functions. Differences in the shapes and magnitudes of the measured distributions for the different hadron species provide insights into the hadronization process for jets predominantly initiated by light quarks.Comment: All figures and tables, along with machine-readable versions and any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-013.html (LHCb public pages

Study of the B−→Λc+Λˉc−K−B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-} decay

The decay $B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-}$ is studied in proton-proton collisions at a center-of-mass energy of $\sqrt{s}=13$ TeV using data corresponding to an integrated luminosity of 5 $\mathrm{fb}^{-1}$ collected by the LHCb experiment. In the $\Lambda_{c}^+ K^{-}$ system, the $\Xi_{c}(2930)^{0}$ state observed at the BaBar and Belle experiments is resolved into two narrower states, $\Xi_{c}(2923)^{0}$ and $\Xi_{c}(2939)^{0}$, whose masses and widths are measured to be $$m(\Xi_{c}(2923)^{0}) = 2924.5 \pm 0.4 \pm 1.1 \,\mathrm{MeV}, \\ m(\Xi_{c}(2939)^{0}) = 2938.5 \pm 0.9 \pm 2.3 \,\mathrm{MeV}, \\ \Gamma(\Xi_{c}(2923)^{0}) = \phantom{000}4.8 \pm 0.9 \pm 1.5 \,\mathrm{MeV},\\ \Gamma(\Xi_{c}(2939)^{0}) = \phantom{00}11.0 \pm 1.9 \pm 7.5 \,\mathrm{MeV},$$ where the first uncertainties are statistical and the second systematic. The results are consistent with a previous LHCb measurement using a prompt $\Lambda_{c}^{+} K^{-}$ sample. Evidence of a new $\Xi_{c}(2880)^{0}$ state is found with a local significance of $3.8\,\sigma$, whose mass and width are measured to be $2881.8 \pm 3.1 \pm 8.5\,\mathrm{MeV}$ and $12.4 \pm 5.3 \pm 5.8 \,\mathrm{MeV}$, respectively. In addition, evidence of a new decay mode $\Xi_{c}(2790)^{0} \to \Lambda_{c}^{+} K^{-}$ is found with a significance of $3.7\,\sigma$. The relative branching fraction of $B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-}$ with respect to the $B^{-} \to D^{+} D^{-} K^{-}$ decay is measured to be $2.36 \pm 0.11 \pm 0.22 \pm 0.25$, where the first uncertainty is statistical, the second systematic and the third originates from the branching fractions of charm hadron decays.Comment: All figures and tables, along with any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-028.html (LHCb public pages