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Towards the understanding of cultural differences in between gamification preferences: A data-driven comparison between the US and Brazil.

, , , , , , , , , , and . EDM, International Educational Data Mining Society, (2022)

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A Taxonomy of Game Elements for Gamification in Educational Contexts: Proposal and Evaluation., , , , , , , , , and . ICALT, page 84-88. IEEE, (2019)Tecnologias Educacionais Estereotipadas: Um desafio a ser enfrentado., , , , , , , , , and . Revista Brasileira de Informática na Educ., (2022)Gamification Works, but How and to Whom?: An Experimental Study in the Context of Programming Lessons., , , , , and . SIGCSE, page 184-190. ACM, (2021)Do people's user types change over time? An exploratory study., , , and . GamiFIN, volume 2883 of CEUR Workshop Proceedings, page 90-99. CEUR-WS.org, (2021)The Relationship Between Students' Flow Experience and Their Behavior Data in Gamified Educational Systems., , , and . HICSS, page 1-10. ScholarSpace, (2022)When Is It Best to Learn with All Worked Examples?, and . AIED, volume 6738 of Lecture Notes in Computer Science, page 222-229. Springer, (2011)An Ontological Model to Blend Didactic Instruction and Collaborative Learning., , , and . CRIWG, volume 6969 of Lecture Notes in Computer Science, page 1-13. Springer, (2011)Towards an Ontological Infrastructure for Content Modeling and Personalization., , , and . SMAP, page 107-112. IEEE, (2012)Group Formation in CSCL: A Review of the State of the Art., , , and . HEFA, volume 832 of Communications in Computer and Information Science, page 71-88. Springer, (2017)Narrative for Gamification in Education: Why Should you Care?, , , , and . ICALT, page 97-99. IEEE, (2019)