Para procurar onde publicar em livros:
Proposals Submission Deadline: June 15, 2017
Full Chapters Due: October 15, 2017
Submission Date: January 15, 2018
Contemporary education is increasingly being involved with technological resources in order to meet the needs of emerging generations, changing the way people teach and learn. In this context, the area of Digital Educational Games and Game-Based Learning is an research field that has evolved in recent years, with initiatives in different domains and in diverse immersive platforms/devices and three-dimensional environments that support the creation of applications to improve teaching and learning processes.
This handbook aims to meet the challenge of providing teachers, researchers and institutions with discussions and examples on how to adopt these new methods and applications supported with information technology tools and resources successfully, focusing on the area of Digital Educational Games and Game-based learning in 3D or immersive environments. The aim is to reach into research trends that are appearing, in order to show innovations that can be used and the results that can be found, disseminating and valorizing well succeed approaches and incentivizing the scientific community into filling the research gaps.
The topics covered in this book seek to cover the introduction of new pedagogical practices in all levels and modalities of education, instigating readers to assimilate proposals that have been implemented and to replicate this knowledge in their institutions and researchers worldwide.
This comprehensive and timely publication aims to be an essential reference source, disseminating knowledge on the available literature in the field of Immersive and Digital Educational Games, with the objective of showing applications in this area integrated with educational, cognitive and affective theories and computer resources that are being used to support contemporary instructional methods.
The target audience for this handbook is broad, ranging from teachers, pre-service teachers, students and university researchers of interdisciplinary areas to the academic world in general. This publication seeks to cover topics related to Immersive and Digital Educational Games and other approaches interconnected to this area that can be used together, thus seeking to attract readers to explore the researches presented, its benefits, disadvantages and forms of applying.
Contributors are welcome to submit chapters on the following topics relating to Game-Based Learning use, implementation and adoption in different modalities of education:
– Digital educational games and its integration with learning theories
– Gamified immersive environments and virtual worlds
– Digital serious games in education
– Virtual reality applied to Game-Based Learning
– Intelligent pedagogical agents in digital educational games
– Affective aspects involved in digital educational games
– 3D virtual laboratories and simulations for education
– Methods of evaluation and assessment in digital Game-Based Learning
– Usability for digital educational games and immersive environments
Researchers and practitioners are invited to submit on or before June 15, 2017, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by August 15, 2017 about the status of their proposals and be sent chapter guidelines. Full chapters are expected to be submitted by October 15, 2017. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2018.
June 15, 2017: Proposal Submission Deadline
August 15, 2017: Notification of Acceptance
October 15, 2017: Full Chapter Submission
December 15, 2017: Review Results Returned
January 15, 2018: Final Chapter Submission
February 15, 2018: Final Deadline
*Call for Chapters – Handbook of Research on Immersive and Digital
Educational Games, a ser publicado pela editora IGI Global (em inglês).*
*Objetivo do Livro*
A publicação busca de forma abrangente e pontual ser uma fonte essencial de
referência, disseminando o conhecimento sobre a literatura disponível no
campo dos Jogos Educacionais Imersivos e Digitais, com o objetivo de
mostrar aplicações nesta área integradas com teorias educacionais,
cognitivas e afetivas e recursos computacionais que estão sendo utilizados
para apoiar métodos de ensino contemporâneos.
Professores, professores em formação, estudantes e pesquisadores
universitários de áreas interdisciplinares até o mundo acadêmico em geral.
Esta publicação procura abranger tópicos relacionados a Jogos Educacionais
Imersivos e Digitais e outras abordagens interconectadas a esta área que
possam ser utilizadas em conjunto, buscando atrair leitores para explorar
as pesquisas apresentadas, suas vantagens e desvantagens, bem como formas
*Tópicos recomendados (mas não limitados):*
Contribuintes são bem-vindos para enviar capítulos sobre os seguintes
tópicos relacionados com o uso da Aprendizagem Baseada em Jogos e Ambientes
imersivos, com implementação e adoção em diferentes modalidades de ensino:
Jogos educacionais digitais e sua integração com teorias de aprendizagem
Ambientes imersivos gamificados e mundos virtuais
Jogos sérios digitais na educação
Realidade virtual aplicada à Aprendizagem Baseada em Jogos
Agentes pedagógicos inteligentes em jogos educativos digitais
Aspectos afetivos envolvidos em jogos educativos digitais
Laboratórios virtuais 3D e simulações para educação
Métodos de avaliação formativa e somativa na Aprendizagem Baseada em Jogos
Usabilidade para jogos educacionais digitais e ambientes imersivos
*Procedimento para Submissão*
*Pesquisadores e profissionais são convidados a apresentar até 15 de junho
de 2017, uma proposta de capítulo de 1-2 páginas explicando claramente a
missão e as preocupações do seu capítulo proposto.* Os autores das
propostas aceitas serão notificados até 15 de agosto de 2017 sobre o status
das mesmas e receberão as diretrizes para envio dos capítulos completos.
Esses devem ser enviados até o dia 15 de outubro de 2017. Todos os
capítulos enviados serão revisados em uma base de revisão por pares no
formato blind-review. Os autores das propostas também podem ser convidados
a atuar como revisores para este projeto. *Tanto a proposta de capítulo
quanto o capítulo em si devem ser enviadas em inglês.*
Call for Chapters: Handbook of Research on E-Assessment in Higher Education
Call for Chapters
*Proposals Submission Deadline: July 15, 2017
Full Chapters Due: November 15, 2017
Submission Date: March 15, 2018*
Assessment profoundly influences the motivation of those who learn, shapes
their perspectives about learning and therefore plays a key role in the
educational process. The introduction of different assessment systems has
important impacts throughout the educational process (Botički & Milašinović,
2008; Brown, 2001; Bull & Danson, 2001; Frankland, 2007; Garfield & Ben-Zvi,
2008; Holmes, 2015; Jacob, Issac, & Sebastian, 2006; Jarvis, Holford, &
Griffin, 2003; JISC, 2007; Redecker & Johannessen, 2013; Scouller, 1998;
Smith et al., 1996; Stödberg, 2012; Wild, Triggs, & Pfannkuch, 1997). In
the last years, the emergence of a new paradigm valuing the student as the
central subject in the construction of their learning, requires new
pedagogical approaches, and diversified methods (Botički & Milašinović,
2008; Llamas-Nistal, Fernández-Iglesias, González-Tato, & Mikic-Fonte,
2013; Mora, Sancho-Bru, Iserte, & Sánchez, 2012; Rod, Eiksund, & Fjaer,
2010). According to Redecker e Johannessen (2013), changes in pedagogical
practices and in the learning processes can only happen when also changing
Information and Communication Technologies (ICT) place challenges and at
the same time offer teachers tools to create differentiated learning
opportunities for students. The use of ICT in the assessment process is
thus unavoidable, through electronic assessment, or e-assessment. In this
case, ICT is used throughout the evaluation process from the design of the
tests to the storage of the results (Stödberg, 2012). One possible approach
is to develop specific environments for this purpose (Botički & Milašinović,
2008; Dascalu & Bodea, 2010; Llamas-Nistal et al., 2013). Another approach
is the use of the so-called Learning Management Systems (LMS) (Burrow,
Evdorides, Hallam, & Freer-hewish, 2005; Salas-Morera, Cubero-Atienza,
Redel-Macías, Arauzo-Azofra, & García-Hernández, 2012). LMS have the
advantage of providing a vast set of tools specifically designed for the
implementation of e-assessment. Among these tools we emphasize the quizzes,
which can encompass several types of questions, such as multiple-choice,
true/false, item matching, short answer, among others.
Considering its purpose, assessment may be formative and/or summative, or
diagnostic (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg,
2012) (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg, 2012).
In relevant scientific studies about this topic, it was found that the use
of formative evaluation or of both types, formative and summative
simultaneously, is more common than the use of summative evaluation alone (
Stödberg, 2012). E-assessment can be useful and can bring benefits to both
types of assessment, formative and summative (Bull & Danson, 2001;
McAlpine, 2002).Assessment can also be continuous. E-assessment “can
provide a powerful means of continuous assessment, providing rapid and
detailed feedback to students and academics about the learning process.”
(McAlpine, 2002, p. 8).
Stödberg (2012) presents a study in which e-assessment task were classified
in five categories namely: (i) closed questions, such as multiple-choice
questions and matching, (ii) open-ended questions, (iii) portfolio, (iv)
product, such as software, and (v) discussions between students.
There are applications of e-assessment in diverse areas such as geography
(Holmes, 2015; Rod et al., 2010; Wilson, Boyd, Chen, & Jamal, 2011),
management (Jacob et al., 2006), chemistry (Sorensen, 2013), medicine
(Harris et al., 2015), engineering (Botički & Milašinović, 2008; Burrow et
al., 2005; Jacob et al., 2006; Moscinska & Rutkowski, 2012) , and
Mathematics (Acosta-Gonzaga & Walet, 2013; Blanco & Ginovart, 2012; Ferrão,
2010; Gruttmann, Böhm, & Kuchen, 2008; Hauk, Powers, & Segalla, 2015;
Mathai & Olsen, 2013).
Historically, assessment in higher education consisted in the application
of final exams for each of the courses, the so-called final assessment. In
Europe, the Bologna process points out to another type of assessment,
encompassing diverse forms of assessments carried out during the
semester/academic year, the so-called continuous assessment. E-assessment
plays an important paper in this context, and has nowadays a growing
importance in Higher Education, not only in Europe, but around the world.
The primary objective of this book is to provide insights concerning the
use of e-assessment in Higher Education. This is a cutting-edge and
important topic that deserves a reflexion, and this book is an excellent
opportunity to do it. The book aims to provide the opportunity for a
reflexion on this important issue, increasing the understanding of using
e-assessment in the context of several different contexts, providing
relevant academic work, empirical research findings, and an overview of
this relevant field of study.
All those that need to assess the teaching-learning process, namely teacher
at all levels, from k1-k12 to college. Also professionals in the area of
skills certification, managers, researchers, academicians, practitioners,
and graduate students, are the target of this book.
Traditional vs e-assessment
E-assessment with portfolios
E-assessment with multiple choice questions and other closed formats
Feedback and e-assessment
e-assessment for e-learning
Analitics and e-assessment
Adaptive systems and e-assessment
E-assessment hardware and software
e-assessment tools, applications, and portals
Other topics of interest
Researchers and practitioners are invited to submit on or before July 15,
2017, a chapter proposal of 1,000 to 2,000 words clearly explaining the
mission and concerns of his or her proposed chapter. Authors will be
notified by July 25,2017 about the status of their proposals and sent
chapter guidelines. Full chapters are expected to be submitted by November
15, 2017, and all interested authors must consult the guidelines for
manuscript submissions at http://www.igi-global.com/publ
submitted chapters will be reviewed on a double-blind review basis.
Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted
to this book publication, Trust in Knowledge Management and Systems in
Organizations. All manuscripts are accepted based on a double-blind peer
review editorial process.
All proposals should be submitted through the eEditorial Discovery®TM
online submission manager.
This book is scheduled to be published by IGI Global (formerly Idea Group
Inc.), publisher of the “Information Science Reference” (formerly Idea
Group Reference), “Medical Information Science Reference,” “Business
Science Reference,” and “Engineering Science Reference” imprints. For
additional information regarding the publisher, please visit
www.igi-global.com. This publication is anticipated to be released in 2018.
July 15, 2017: Proposal Submission Deadline
July 25, 2017: Notification of Acceptance
November 15, 2017: Full Chapter Submission
January 15, 2018: Review Results Returned
February 28, 2018: Final Acceptance Notification
March 15, 2018: Final Chapter Submission
Um repositório já com alguns anos e que nunca mais foi actualizado. Todos os conteudos são gratuitos.
Aqui está um grupo de trabalho acerca de Gaming and gamification.
Gaming Horizons is a multidisciplinary project under the H2020 programme that aims to expand the research and innovation agenda in games and gamification.
The project’s objectives are to foster socially responsible games research, to open up the dialogue across the entertainment and applied-games sectors, and to investigate future directions at the intersection of ethics and social research.
Over a period of 14 months, Gaming Horizons will conduct a series of consultations and exchanges among communities of developers, policy makers, users and researchers, and will interrogate the official ‘H2020 discourse’ on gamification with the aim of identifying alternative framings for research in the field. In the process, a number of sensitive social issues will be placed under the lens, including gender and minority representation in gaming, as well as ethical questions concerning the design and deployment of games, game mechanics and gameful interactions for learning and behavioural change. Another area of critical investigation concerns the degree to which the spread of (applied) gameful experiences is intrinsically bound to high-end technological innovation.
Among the outputs Gaming Horizons is expected to produce is a set of recommendations illustrating how gameful approaches might be employed thoughtfully and responsibly for a broad range of socially significant purposes, including education and social change.
This is the first call for games for the Fifth International Competition on Educational Games at ECGBL 2017 will be held next year in Graz, Austria, on 5-6 October.
The closing date for submissions is the 16th of June.
The aims of this competition are:
· To provide an opportunity for educational game designers and creators to participate in the conference and demonstrate their game design and development skills in an international competition.
· To provide an opportunity for GBL creators to peer-assess and peer-evaluate their games.
· To provide ECGBL 2017 attendees with engaging and best-practice games that showcase exemplary applications of GBL.
For further details of the competition and to see the past winners see: LINK
In the first instance authors should submit details of the game using the online abstract submission form
HCI Summer/Winter Schools, candidaturas abertas:
O EDULOG, think tank da Educação da Fundação Belmiro de Azevedo, procura propostas de investigação que analisem e avaliem a articulação entre ensino profissional no secundário e politécnico e a transição para o mercado de trabalho. Neste âmbito, estão abertas as candidaturas a instituições de Ensino Superior, Institutos, Centros de Investigação & Desenvolvimento e consultoras, decorrendo até 1 de junho.
Paralelamente ao estudo sobre o ensino profissional, o EDULOG irá ainda investigar o insucesso escolar em Portugal. Estão também abertas as candidaturas até 1 de junho para a formação de parceria para a realização de estudos sobre os “Fatores Explicativos do Insucesso Escolar”.
Poderá consultar os documentos referentes aos concursos aqui.
O modelo de parceria desenhado pelo EDULOG consagra às equipas de investigação a cabal gestão e execução das investigações. As candidaturas selecionadas serão conhecidas no dia 16 de junho de 2017.
The 12th Latin-American Conference on Learning Technologies (LACLO 2017)
October 9-13, 2017, La Plata, Argentina
We invite you to participate in the 12th Latin-American Conference on Learning Technologies (Laclo 2017).
Latin American countries have an urgent need to share, to unite efforts and to grow up together in many areas, but especially in those areas that could lead us to improve the educational level of our people. Learning technologies may be considered by many the cornerstones for a whole new educational era that is under development, and Latin American countries must maintain an active forum for discussion of the existing technological alternatives that can be applied to our regional contexts. LACLO intends to be such a forum, where researchers, developers and educational practitioners are able to share their experiences and technological advances in the field of learning technologies, and to integrate these various technological developments into their teaching and learning contexts.
This year the 12th LACLO edition will held from October 9-13, 2017, in the city of La Plata, Argentina coordinated by the Computer Science College of the National University of La Plata. LACLO 2017 will be also co-located with Cacic 2017, the national conference in computer science . This will be an interesting opportunity to meet each other.
***** Important dates:
– Paper submission: Deadline for full and short papers May 15st , 2017
– Paper notification: July 5th, 2017
– Paper camera-ready: August 15th , 2017
– Workshop submission: Deadline for workshop proposals: May 15th , 2017
– Workshop notification: July 1st , 2017
– Competition submission: Deadline for submissions May 15th , 2017
-.Competition notification: July 1st , 2017
– Conference: October 9th – 13th 2017
Paper be written in Spanish, Portuguese or English (papers written in Spanish or Portuguese must also include the title, abstract and and keywords in English).
All the accepted papers will be submitted to IEEE Xplore for indexing. In addition, a set of selected best papers will be proposed to be published in the special issues journals after substantial revision and modification.