Towards A National Agribusiness System: A Conceptual Framework

This paper examines today's challenges to the agribusiness sector. Through the Resource-Based View approach, we explore the potential roles and linkages between national public policies and local strategies in order to enhance the competitiveness and sustainability of a national agribusiness system. The main goal is to achieve a strategic alignment between the actions of multiple stakeholders, like firms, research centers, consumers, government, and the society in general. The essence of the paper is synthesized in a framework, which highlights the need for coordination of agribusiness systems by a National Strategy.Agribusiness,

EGV: A Methodology Proposal to Educational Games Virtualization

Games Virtualization is a process of digital versions creation for traditional/ physical games. In education, this process aims to create digital versions for traditional/ physical educational games, keeping the psychological and pedagogical concepts from the traditional version, as well, to associate these concepts to the contemporary game design elements. One of the main challenges in this field is the lack of a specific methodology. In this sense, this study proposes a methodology to Educational Game Virtualization, starting in the traditional game chosen and ending in the evaluation, release, and maintenance of game. An experiment was conducted in order to evaluate the methodology, the results show that the methodology was effective in the games’ development, helping the professionals to develop the games, keeping the pedagogical and psychological concepts of traditional games version, associating these concepts to contemporary game design elements

The Relationship Between Students\u27 Flow Experience and Their Behavior Data in Gamified Educational Systems

The number of students using online educational systems is increasing, especially after the growth of the use of this type of system due to the social isolation caused by the Covid-19 pandemic. This situation highlighted the challenge of analyzing the users\u27 experience in this type of system, especially when evaluating more complex experiences, such as the flow experience. One of the most promising innovative alternatives is to use the behavior data logs produced by students in educational systems to analyze their experiences. In this paper, we conducted a study (N = 24) to analyze the relationships between the behavior data logs produced by students when using a gamified educational system and their flow experience during the system usage. Our results contribute to the automatic users\u27 experience analysis in educational systems

The Relationship Between Students' Flow Experience and Their Behavior Data in Gamified Educational Systems

The number of students using online educational systems is increasing, especially after the growth of the use of this type of system due to the social isolation caused by the Covid-19 pandemic. This situation highlighted the challenge of analyzing the users' experience in this type of system, especially when evaluating more complex experiences, such as the flow experience. One of the most promising innovative alternatives is to use the behavior data logs produced by students in educational systems to analyze their experiences. In this paper, we conducted a study (N = 24) to analyze the relationships between the behavior data logs produced by students when using a gamified educational system and their flow experience during the system usage. Our results contribute to the automatic users' experience analysis in educational systems

Introduction to the 1st Game-based Learning Minitrack

publishedVersionNon peer reviewe

State of the Art in Educational Games Virtualization

Game Virtualization is a process of digital versions creation for traditional/ physical games. In education, this process aims to create digital versions for traditional/ physical educational games, keeping psychological and pedagogical concepts from traditional version, as well as associate these concepts to contemporary game design elements. In the last years, a series of studies and efforts have been done in this field, making room to important discussions regarding the results obtained and perspectives to future works. In this sense, this paper presents a state of the art in Educational Game Virtualization, as well as some discussions, challenges and directions to new studies in this field

Does Mouse Click Frequency Predict Students' Flow Experience?

Designing educational systems able to lead students into flow experience is a contemporary challenge, especially given the positive relationship between flow experience and learning. However, an important challenge within the field of learning analytics is evaluating the students' flow experience during the use of educational systems. In general, such evaluation is conducted using invasive methods (e.g., electroencephalogram, and eye trackers) and cannot be massively applied. To face this challenge, following the trend of utilizing behavioral data produced by users to identify their experience when using different types of systems, in our study, we evaluated the applicability of employing one single type of behavior data (i.e., mouse click frequency) as an exclusive metric to model and to predict students' flow experience. By conducting two data-driven studies (N1 = 25 | N2 = 101), we identified that the mouse click frequency on its own is not able to predict the flow experience. Our study contributes to the field of learning analytics confirming that it is not possible to predict students' flow experience only with mouse click frequency and paving the way for new studies that use different behavior data to predict students' flow experience

Revealing the hidden patterns : a comparative study on profiling subpopulations of MOOC students.

Massive Open Online Courses (MOOCs) exhibit a remarkable heterogeneity of students. The advent of complex “big data” from MOOC platforms is a challenging yet rewarding opportunity to deeply understand how students are engaged in MOOCs. Past research, looking mainly into overall behavior, may have missed patterns related to student diversity. Using a large dataset from a MOOC offered by FutureLearn, we delve into a new way of investigating hidden patterns through both machine learning and statistical modelling. In this paper, we report on clustering analysis of student activities and comparative analysis on both behavioral patterns and demographical patterns between student subpopulations in the MOOC. Our approach allows for a deeper understanding of how MOOC students behave and achieve. Our findings may be used to design adaptive strategies towards an enhanced MOOC experience

As percepções dos professores da educação básica sobre o uso de tecnologias digitais no ensino remoto emergencial

O distanciamento social imposto pela Covid-19 impactou a rotina educacional, levando a necessidade de ter aulas remotas com o uso de tecnologias digitais. Diante disso, analisamos a percepção de 74 professores da Educação Básica sobre o uso de tecnologias digitais no ensino remoto emergencial. Por meio de uma pesquisa qualitativa com a aplicação de um questionário misto (questões abertas e fechadas), identificou-se i) a falta de domínio, ii) a inexistência de formação para o uso de ferramentas digitais no contexto educacional, ii) o baixo nível de aproximação com os estudantes e iv) a ausência de infraestrutura para a realização das tarefas pedagógicas nas aulas remotas. O estudo contribui para o desenvolvimento de políticas públicas com foco na formação inicial e continuada de professores

Do people's user types change over time? An exploratory study

In recent years, different studies have proposed and validated user models (e.g., Bartle, BrainHex, and Hexad) to represent the different user profiles in games and gamified settings. However, the results of applying these user models in practice (e.g., to personalize gamified systems) are still contradictory. One of the hypotheses for these results is that the user types can change over time (i.e., user types are dynamic). To start to understand whether user types can change over time, we conducted an exploratory study analyzing data from 74 participants to identify if their user type (Achiever, Philanthropist, Socialiser, Free Spirit, Player, and Disruptor) had changed over time (six months). The results indicate that there is a change in the dominant user type of the participants, as well as the average scores in the Hexad sub-scales. These results imply that all the scores should be considered when defining the Hexad's user type and that the user types are dynamic. Our results contribute with practical implications, indicating that the personalization currently made (generally static) may be insufficient to improve the users' experience, requiring user types to be analyzed continuously and personalization to be done dynamically.Comment: 5th International GamiFIN Conference 2021 (GamiFIN 2021), April 7-10, 2021, Finlan