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Sobre

Sobre

Doutorei-me em Ciências de Compu-tadores pela Faculdade de Ciências da Universidade do Porto (FCUP). Exerço a minha atividade como docente na Escola Superior de Media Artes e Design (ESMAD), onde sou responsável por disciplinas na área da Programação de Computadores, focada para os ambientes Web e Mobile. Paralelamente, desenvolvo atividade científica na área de Interoperabilidade entre Sistemas de E-learning e Gamificação. Sou autor de vários livros relacionados com computação móvel e de várias publicações científicas. Sou membro efetivo do Center for Research in Advanced Computing Systems (CRACS), uma unidade de investigação do laboratório Associado INESC TEC. 

Tópicos
de interesse
Detalhes

Detalhes

  • Nome

    Ricardo Queirós
  • Cargo

    Investigador Sénior
  • Desde

    01 janeiro 2012
003
Publicações

2024

GERF - Gamified Educational Virtual Escape Room Framework for Innovative Micro-Learning and Adaptive Learning Experiences

Autores
Queirós, R;

Publicação
Communications in Computer and Information Science

Abstract
This paper introduces GERF, a Gamified Educational Virtual Escape Room Framework designed to enhance micro-learning and adaptive learning experiences in educational settings. The framework incorporates a user taxonomy based on the user type hexad, addressing the preferences and motivations of different learners profiles. GERF focuses on two key facets: interoperability and analytics. To ensure seamless integration of Escape Room (ER) platforms with Learning Management Systems (LMS), the Learning Tools Interoperability (LTI) specification is used. This enables smooth and efficient communication between ERs and LMS platforms. Additionally, GERF uses the xAPI specification to capture and transmit experiential data in the form of xAPI statements, which are then sent to a Learning Record Store (LRS). By leveraging these learning analytics, educators gain valuable insights into students’ interactions within the ER, facilitating the adaptation of learning content based on individual learning needs. Ultimately, GERF empowers educators to create personalized learning experiences within the ER environment, fostering student engagement and learning outcomes. © 2024, The Author(s), under exclusive license to Springer Nature Switzerland AG.

2023

GATUGU: Six Perspectives of Evaluation of Gamified Systems

Autores
Swacha, J; Queiros, R; Paiva, JC;

Publicação
INFORMATION

Abstract
As gamification spreads to new areas, new applications are being developed and the interest in evaluating gamified systems continues to grow. To date, however, no one has comprehensively approached this topic: multiple evaluation dimensions and measures have been proposed and applied without any effort to organize them into a full gamut of tools for the multi-dimensional evaluation of gamified systems. This paper addresses this gap by proposing GATUGU, a set of six perspectives of evaluation of gamified systems: General effects of gamification, Area-specific effects of gamification, Technical quality of gamified systems, Use of gamified systems, Gamefulness of gamified systems, and User experience of gamified systems. For each perspective, GATUGU indicates the relevant dimensions of evaluation, and, for each dimension, one measure is suggested. GATUGU does not introduce any new measurement tools but merely recommends one of the available tools for each dimension, considering their popularity and ease of use. GATUGU can guide researchers in selecting gamification system evaluation perspectives and dimensions and in finding adequate measurement tools. Thanks to conforming to GATUGU, the published gamification system evaluation results will become easier to compare and to perform various kinds of meta-analyses on them.

2023

FGPE+: The Mobile FGPE Environment and the Pareto-Optimized Gamified Programming Exercise Selection Model-An Empirical Evaluation

Autores
Maskeliunas, R; Damasevicius, R; Blazauskas, T; Swacha, J; Queiros, R; Paiva, JC;

Publicação
COMPUTERS

Abstract
This paper is poised to inform educators, policy makers and software developers about the untapped potential of PWAs in creating engaging, effective, and personalized learning experiences in the field of programming education. We aim to address a significant gap in the current understanding of the potential advantages and underutilisation of Progressive Web Applications (PWAs) within the education sector, specifically for programming education. Despite the evident lack of recognition of PWAs in this arena, we present an innovative approach through the Framework for Gamification in Programming Education (FGPE). This framework takes advantage of the ubiquity and ease of use of PWAs, integrating it with a Pareto optimized gamified programming exercise selection model ensuring personalized adaptive learning experiences by dynamically adjusting the complexity, content, and feedback of gamified exercises in response to the learners' ongoing progress and performance. This study examines the mobile user experience of the FGPE PLE in different countries, namely Poland and Lithuania, providing novel insights into its applicability and efficiency. Our results demonstrate that combining advanced adaptive algorithms with the convenience of mobile technology has the potential to revolutionize programming education. The FGPE+ course group outperformed the Moodle group in terms of the average perceived knowledge (M = 4.11, SD = 0.51).

2023

GATUGU: Six Perspectives of Evaluation of Gamified Systems

Autores
Swacha, J; Queirós, R; Paiva, JC;

Publicação
Inf.

Abstract

2023

GATUGU: Six Perspectives of Evaluation of Gamified Systems

Autores
Swacha, J; Queiros, R; Paiva, JC;

Publicação
INFORMATION

Abstract
As gamification spreads to new areas, new applications are being developed and the interest in evaluating gamified systems continues to grow. To date, however, no one has comprehensively approached this topic: multiple evaluation dimensions and measures have been proposed and applied without any effort to organize them into a full gamut of tools for the multi-dimensional evaluation of gamified systems. This paper addresses this gap by proposing GATUGU, a set of six perspectives of evaluation of gamified systems: General effects of gamification, Area-specific effects of gamification, Technical quality of gamified systems, Use of gamified systems, Gamefulness of gamified systems, and User experience of gamified systems. For each perspective, GATUGU indicates the relevant dimensions of evaluation, and, for each dimension, one measure is suggested. GATUGU does not introduce any new measurement tools but merely recommends one of the available tools for each dimension, considering their popularity and ease of use. GATUGU can guide researchers in selecting gamification system evaluation perspectives and dimensions and in finding adequate measurement tools. Thanks to conforming to GATUGU, the published gamification system evaluation results will become easier to compare and to perform various kinds of meta-analyses on them.