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Publications

Publications by HumanISE

2024

Melanoma prevention using an augmented reality-based serious game

Authors
Ribeiro, N; Tavares, P; Ferreira, C; Coelho, A;

Publication
Patient Education and Counseling

Abstract
Objectives: The purpose of this study was to field-test a recently developed AR-based serious game designed to promote SSE self-efficacy, called Spot. Methods: Thirty participants played the game and answered 3 questionnaires: a baseline questionnaire, a second questionnaire immediately after playing the game, and a third questionnaire 1 week later (follow-up). Results: The majority of participants considered that the objective quality of the game was high, and considered that the game could have a real impact in SSE promotion. Participants showed statistically significant increases in SSE self-efficacy and intention at follow-up. Of the 24 participants that had never performed a SSE or had done one more than 3 months ago, 12 (50.0%) reported doing a SSE at follow-up. Conclusions: This study provides supporting evidence to the use of serious games in combination with AR to educate and motivate users to perform SSE. Spot seems to be an inconspicuous but effective strategy to promote SSE, a cancer prevention behavior, among healthy individuals. Practice implications: Patient education is essential to tackle skin cancer, particularly melanoma. Serious games, such as Spot, have the ability to effectively educate and motivate patients to perform a cancer prevention behavior. © 2024 The Authors

2024

Editorial: The creation and impact of visual narratives for science and health communication

Authors
Magalhães, J; Coelho, A; Jarreau, P;

Publication
Frontiers in Communication

Abstract

2024

Assessing the perceptual equivalence of a firefighting training exercise across virtual and real environments

Authors
Narciso, D; Melo, M; Rodrigues, S; Dias, D; Silva Cunha, JP; Raposo, JV; Bessa, M;

Publication
Virtual Real.

Abstract

2024

Indexing Portuguese NLP Resources with PT-Pump-Up

Authors
Almeida, R; Campos, R; Jorge, A; Nunes, S;

Publication
CoRR

Abstract

2024

Immersive Learning Research from the Perspective of Its Researchers and Practitioners: Questionnaire Validation and Early Results from a Survey on a Conceptual Framework for the Field

Authors
Morgado, L; Beck, D; Gütl, C; Oliveira, T; Richter, J;

Publication
Communications in Computer and Information Science

Abstract
Immersive learning research is a field of study that emphasizes diversity of scholarship and subject areas. This diversity presents a challenge for understanding the breadth and depth of the field of immersive learning, a challenge that led to the Immersive Learning Research Network’s call for the community of immersive learning researchers to develop a conceptual framework supporting a common understanding of this diverse field - The Immersive Learning Knowledge Tree. However, this structure has not had its underlying assumptions validated by the larger, diverse community of immersive learning researchers and practitioners. Thus, we developed, validated, and disseminated across associations of the field a questionnaire for analyzing the assumptions, structure, and relevance of the Knowledge Tree proposal. Early results point towards overwhelming agreement from the community on the premise that the field of immersive learning research is muddled/fragmented, the current knowledge partially disjointed, specifically among different disciplines (Q3), due to its interdisciplinary nature. There are also strong indications supporting the premise that researchers active in the field of immersive learning research desire to combine their efforts with others. © 2024, The Author(s), under exclusive license to Springer Nature Switzerland AG.

2024

Immersive Learning Environments for Self-regulation of Learning: A Literature Review

Authors
Pedrosa, D; Morgado, L; Beck, D;

Publication
Communications in Computer and Information Science

Abstract
Self-regulation of learning (SRL) plays a decisive role in learning success but characterizing learning environments that facilitate development of SRL skills constitutes a great challenge. Given the growing interest in Immersive Learning Environments (ILE), we sought to understand how ILE are built with attention to SRL, via a literature review of pedagogical uses, practices and strategies with ILE that have an explicit focus on SRL. From a final corpus of 25 papers, we collected 134 extracts attesting use of ILE for SRL. We classified and mapped them using the Beck, Morgado & O’Shea framework and its three dimensions of the immersion phenomenon: system, narrative and challenge. There is a predominance of uses of ILE for SRL aligned with Challenge-based immersion: Skill Training, Collaboration, Engagement, and Interactive Manipulation and Exploration. In contrast, uses aligned with System-based immersion (Emphasis, Accessibility, Seeing the Invisible) were not identified. There were few cases of use of Narrative-based immersion. Uses combining the three dimensions of immersive had residual prevalence. We concluded that there is greater tendency in studies of SRL in ILE to enact active roles (aligned with the Challenge dimension of immersion). The low prevalence of Narrative immersion and System immersion evidence gaps in the diversity of pedagogical uses of ILE to develop SRL, which indicate opportunities for research and creation of innovative educational practices. © 2024, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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