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Evaluation of virtual learning environments for the teaching of students with down syndrome.

, , , and . SMC, page 1179-1184. IEEE, (2017)

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Design de interfaces tangíveis educacionais: uma metodologia baseada em contexto., and . IHC, page 13-16. ACM, (2006)Computational thinking through children's games: an analysis of interaction elements., , and . IHC, page 29:1-29:10. ACM, (2015)Children's Participation in the Design of Digital Artifacts: Theoretical and Methodological Considerations., , and . IHC, page 11:1-11:7. ACM, (2021)Applications of Learning Analytics in High Schools: A Systematic Literature Review., , , , , and . Frontiers Artif. Intell., (2021)e-du box: educational multimedia with tangible-enhanced interaction., , , , , and . Conference on Designing Interactive Systems, page 139-146. ACM, (2008)What have you done! the role of 'interference' in tangible environments for supporting collaborative learning., and . CSCL (1), page 325-334. International Society of the Learning Sciences, (2009)Independent exploration with tangibles for students with intellectual disabilities., and . IDC, page 236-239. ACM, (2012)Fostering Autonomy through Augmentative and Alternative Communication., , , , and . ICALT, page 320-324. IEEE, (2021)Action and representation in tangible systems: implications for design of learning interactions., , and . TEI, page 145-152. ACM, (2010)The effect of representation location on interaction in a tangible learning environment., , , and . TEI, page 85-92. ACM, (2009)