Personalized and object-centered tag recommendation methods for Web 2.0 applications     

Fabiano M. Belém  Eder F. Martins  Jussara M. Almeida  Marcos A. Gonçalves 《Information processing & management》2014

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Understanding the Internet banking adoption: A unified theory of acceptance and use of technology and perceived risk application     

Carolina Martins  Tiago Oliveira  Aleš Popovič 《International Journal of Information Management》2014

Understanding the main determinants of Internet banking adoption is important for banks and users; our understanding of the role of users’ perceived risk in Internet banking adoption is limited. In response, we develop a conceptual model that combines unified theory of acceptance and use of technology (UTAUT) with perceived risk to explain behaviour intention and usage behaviour of Internet banking. To test the conceptual model we collected data from Portugal (249 valid cases). Our results support some relationships of UTAUT, such as performance expectancy, effort expectancy, and social influence, and also the role of risk as a stronger predictor of intention. To explain usage behaviour of Internet banking the most important factor is behavioural intention to use Internet banking.  相似文献   

Factors influencing adaptation from university to employment in Portugal and Brazil     

Soares  Joana  do Céu Taveira  Maria  de Oliveira  Marina Cardoso  Oliveira  Íris Martins  Melo-Silva  Lucy Leal 《International Journal for Educational and Vocational Guidance》2021,21(3):507-529

International Journal for Educational and Vocational Guidance - The career adaptation model helps to explain the process of transitioning from university to employment among college students. This...  相似文献   

Narrative transportability,leisure reading,and genre preference in children 9–13 years old     

Jakob D. Jensen  Katheryn Christy  Melinda Krakow  Kevin John  Nicole Martins 《The Journal of educational research》2016,109(6):666-674

Leisure reading behavior is a key predictor of educational success. Transportability is a trait that determines how likely an individual is to become involved in a story, and past research has suggested that involvement may be related to leisure reading behavior. However, available measures of transportability have not been validated with children or related to leisure reading. To address this gap, children 9–13 years old (N = 136) completed a revised version of the Transportability Scale. A 13-item version of the scale was found to be unidimensional, reliable, and predictive of 6% of the variance in leisure reading (above and beyond sex, age, reading ability, and student performance). Transportability was also related to genre preference and several interesting sex differences emerged. The Transportability Scale provides researchers with a psychometrically sound measure of narrative involvement to advance research on leisure reading.  相似文献   

Intervention for executive functions development in early elementary school children: effects on learning and behaviour,and follow-up maintenance     

Natália Martins Dias  Alessandra Gotuzo Seabra 《教育心理学》2017,37(4):468-486

Executive functions (EF) can be promoted by classroom interventions. Our study investigated whether (a) an intervention conducted by teachers improves EF in children; (b) there are effects on behaviour and academic achievement; and (c) there are stable benefits in a one-year follow-up. Fifty-eight first-graders, divided into experimental (EG = 28) and control (CG = 30) groups, were assessed in EF, reading and arithmetic tests. Parents and teachers answered EF and behaviour functional scales. The intervention was conducted by teachers in the classroom context. EG children showed greater gains in EF and outperformed controls on reading and arithmetic measures. The EG maintained better performance in the one-year follow-up and showed transfer effect for behaviour measures. The EF intervention may be a useful tool for promoting improved adjustment and academic achievement.  相似文献   

Great expectations: a critical perspective on Open Educational Resources in Brazil     

Giselle Martins dos Santos Ferreira  Márcio Silveira Lemgruber 《Learning, Media and Technology》2019,44(3):315-326

ABSTRACT

Nearly two decades have passed since the Open Educational Resources (OER) movement was launched. Its success in Brazil can be illustrated with the establishment of a UNESCO Chair in Open Education in 2014, in one of the country’s most prestigious universities. Crucially, OER were included in the 2014–2024 National Education Plan, a key piece of national educational legislation, as a category of educational technologies framed as tools. Assuming metaphors such as this play a key role in the ways we think, speak and act, this article presents a critical perspective on OER in Brazil. Examining the implications of the main metaphors used to construe OER in local media and academic sources, the text argues that these metaphors reflect hegemonic discourses on educational technology, concealing the non-neutrality of technological artefacts, obscuring issues concerning curriculum and pedagogy, and overlooking actual local needs. The article discusses issues concerning local OER advocacy, positioned in respect to specificities of a context where education, albeit a constitutionally established right, may be poised to undergo radical changes in the near future.  相似文献   

Students’ perspectives on different teaching methods: comparing innovative and traditional courses in a technology program     

Luciana Debs  Kurtis D. Miller  Iryna Ashby  Marisa Exter 《Research in Science & Technological Education》2019,37(3):297-323

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Peer Review in Education: Promoting Collaboration, Written Expression, Critical Thinking, and Professional Responsibility     

Vinícius Medina Kern  Luciana Martins Saraiva  Roberto Carlos dos Santos Pacheco 《Education and Information Technologies》2003,8(1):37-46

This article discusses the application of the peer review process as a pedagogical instrument for the promotion of written expression, collaborative work, critical thinking, and professional responsibility among Informatics and Engineering majors. The approach is introduced with a motivation, followed by a discussion about common principles of current learning paradigms and the peer review process. This work is being conducted in Brazil, where we intend to promote a learning paradigm shift through the application of peer review in education. A framework for this application is outlined, together with an account of results from experiences and a discussion about the skills that this approach exercises, especially with regard to widely accepted curricula and codes of ethics and professional conduct. Further research and development efforts are conjectured.  相似文献   

Research, practice and theory in didactics of mathematics: Towards dialogue between different fields     

Maria G. Bartolini Bussi  Luciana Bazzini 《Educational Studies in Mathematics》2003,54(2-3):203-223

Acknowledging the complex relationships which the field of didactics of mathematics has with other research fields (e.g. mathematics, educational sciences, epistemology, history,psychology, semiotics, sociology, cognitive science), the authors analyze in this paper some cases of fruitful and some of failed dialogue between experts of the different fields. They discuss the results of these dialogues, drawing on research studies carried out by the authors, within the paradigm of the Italian research in Mathematics Education.  相似文献   

Effects of an unsupervised pedometer-based physical activity program on daily steps of adults with moderate to severe asthma: a randomized controlled trial     

Cristina Martins Coelho  Maycon Moura Reboredo  Felipe Martins Valle  Carla Malaguti  Larissa Almeida Campos  Lucas Mendes Nascimento 《Journal of sports sciences》2018,36(10):1186-1193

Supervised exercise has shown benefits for subjects with asthma, but little is known about the effectiveness of unsupervised physical activity on this population. We investigated the effects of a 12-week unsupervised pedometer-based physical activity program on daily steps and on clinical and psychological parameters of adults with asthma. Clinically stable adults with moderate to severe asthma were encouraged to take daily 30-minute walks and were randomized to pedometer and control groups. The pedometer group received pedometers and individualized daily step targets. Changes in daily steps (average of steps taken during six consecutive days), six-minute walk test (6MWT), health-related quality of life, asthma control and anxiety and depression levels were assessed 12 weeks after intervention and 24–28 weeks after randomization. Thirty-seven participants were recruited and 30 completed the intervention. At 12 weeks, the groups differed significantly in daily steps (adjusted average difference, 2488 steps; 95% confidence interval [CI], 803 to 4172; p = 0.005) and in the 6MWT (adjusted average difference, 21.9 m; 95% CI, 6.6 to 37.3; p = 0.006). These differences were not significant 24–28 weeks after randomization. The program was effective in increasing daily steps of adults with moderate to severe asthma 12 weeks after intervention.  相似文献