Prof. Nuno Martins, Polytechnic Institute of Cavado and Ave, Portugal
BA in Communication Design (2003), MA in Multimedia Art (2007) and PhD in Digital Media (2013) from the University of Porto. In 2020, he completed a Post-Doctorate in Design at the Faculty of Fine Arts of the University of Porto. He is currently Adjunct Professor at the School of Design of the Polytechnic Institute of Cávado and Ave (IPCA) and Director of the MA in Digital Design. He is an Integrated Researcher of the Research Institute for Design, Media and Culture (ID+), where he has focused his research in the area of Communication Design for Digital Media. He is currently Principal Investigator (PI) of the project “ECHO – Echoing the Communal Self: designing the dissemination and replication of self-initiated practices in underprivileged urban communities in a post-pandemic world”, funded by FCT (EXPL/ART-DAQ/0037/2021); and has participated, as a team member, in several funded research projects. He is member of the editorial board of several scientific journals and was co-editor of more than several scientific publications in the area of Design, namely chapter books and proceedings of international conferences. He is the Founder and Chair of DIGICOM – International Conference on Design & Digital Communication (http://digicom.ipca.pt); and Co-Chair of International Conference on Human Dynamics and Design for the Development of Contemporary Societies, conference track of AHFE (USA). He has won numerous awards, namely: 3 Graphis Gold Award (2021, 2015 and 2014, USA); 2 Graphis Silver Award (2020 and 2014, USA); 1st prize – Mascot of the Oceanário of Lisbon; 1st prize – Mascot of the Water Pavilion of Porto; 1st prize – Porto Digital logo; 1st Prize “Winner Online” in the contest Webdesign 2004, promoted by ESTAL. Some of his design projects appear in over two dozen books on Communication Design, published in Hong Kong, Germany, Spain, USA, Austria, Netherlands, France, China and UK.
Title: Echoing the Communal Self: Designing the
Dissemination and Replication of Self-initiated
Practices in Underprivileged Urban Communities
Abstract: This talk will present the work that has been developed in the research project “ECHO – Echoing the Communal Self: designing the dissemination and replication of self-initiated practices in underprivileged urban communities in a post-pandemic world” (EXPL/ART-DAQ/0037/2021), funded by the Portuguese Foundation for Science and Technology (FCT).
This research aims to identify, document, interpret and disseminate self-initiated practices in social housing neighborhoods, in the city of Vila Nova de Gaia, Portugal. Two local initiatives were identified: Recreational Association Clube Balteiro Jovem (ARCBJ) and School Workshop of cartoning and sewing (Escola Oficina). Through Design, it is intended to contribute to the resonance of these self-initiated good practices in other equivalent social contexts.
Prof. Iara Margolis, Lab2PT, University of Minho, Brazil
Iara Margolis is a multidisciplinary professional whose research focus is human understanding, with emphasis in the areas of design, education, management, emotions, production engineering and neuroscience/neurodesign. She has been working in education for over 20 years, of which 8 years as a teacher in higher education, over 10 years of management experience, including academic management experience, among several other activities carried out such as organizing events and author of academic, non-academic and children's books. Currently, she is a collaborating member of the Lab2PT (Landscape, Heritage and Territoty Laboratory) of the Architecture and Design department at University of Minho. She graduated in Production Engineering at Faculdade Boa Viagem (2009), Master in Mechanical Engineering at the Federal University of Pernambuco (UFPE - 2012), Doctorate in Design, (UFPE - 2020) with object of study in Emotional Design ("Mapping hedonomy and emotional experiences: Student perception in higher education from an emotional design perspective", also Specialist in Neuroscience in Education from Universidade Santo Amaro (2021) - among other specializations and MBAs.
Title: Students' Emotions and Perceptions Throughout the Remote Classes of the 2020 Pandemic Lockdown
Abstract: Understanding the student in the emotional perspective is important, since emotions interfere in the way of capturing and retaining knowledge. Among the various challenges and new scenarios generated by Covid-19, the adaptation of face-to-face classes to distance learning was one of these difficulties. In addition to working with students' emotional fluctuation through emotional design tools, the talk will address students' perceptions of their motivations, concerns and feelings.
Assoc. Prof. Yang Chen, Harbin Institute of Technology (Shenzhen), China
Yang Chen is currently an associate professor in the college of humanity and social sciences of Harbin Institute of Technology (Shenzhen), China. She received her bachelor’s degree in mass communication from Communication University of China, master’s degree in digital media from Harbin Institute of Technology, China, and doctoral degree in computer graphics technology with a concentration in human-computer interaction from Purdue University, USA. Her research interests include social media, user experience, environmental communication, and educational gamification. As principal investigator, she has undertaken funded research projects on gamified pro-environmental communication, gamification in second language acquisition, and big data and education resources, which were funded by national/provincial social science foundations. She has publications in international journals including International Journal of Human-Computer Interaction, sustainability, and International Journal of Language, Literature and Linguistics. She also published in international conferences such as ICBDE, ICESS, ICIET, WCEEE, and ELEARN. In addition, she serves as a reviewer for several prestigious international journals (such as Information, Communication & Society, Information Processing and Management, Social Media and Society, Behaviour & information Technology, and Interacting with Computers) and international conferences in the fields of social media, technology, and education.
Title: The Influence of Gamification on Students' Foreign Language Anxiety and Cognitive Load In Higher Education
Abstract: Using gamification as an instructional intervention to manage students’ learning emotions has become a trending topic. Meanwhile, the cognitive load resulting from gamified learning environments may impact learning emotions negatively. In order to clarify students’ foreign language anxiety and cognitive load in a gamified English as a foreign language class, this study designed a gamified flipped learning context in a Chinese university and conducted five surveys, three semi-structured interviews, and consecutive in-class observation in 15 sessions. This study has the following findings: First, neither the foreign language anxiety nor the cognitive load of the students changed significantly through the entire course; second, the game elements produced contradictory effects on the students’ multiple-sourced foreign language anxiety (communication apprehension, fear of negative evaluation, and lack of self-confidence); third, the introduction of games had transient effects on extraneous cognitive load, and the immersion in games indirectly influenced the intrinsic and germane cognitive load; in addition, foreign language anxiety and cognitive load correlated in a complicated and dynamic manner as a result of diverse gamification factors. These findings are expected to provide useful insights for researchers into the significance of utilizing gamification in emotion management while taking cognitive dimensions into account from both the collective and the individual perspectives.
Assoc. Prof. Yuan Tian, Central China Normal University, China
Yuan Tian is currently an associate professor in the faculty of artificial intelligence in education of Central China Normal University, China. She received her doctoral degree from Huazhong University of Science and Technology, China. Her research interests include virtual reality technology, learning analysis and applications of artificial intelligence in education. As principal investigator, she has undertaken funded research projects on learning emotion analysis and virtual reality technology, which were funded by ministry of education/provincial social/natural science foundations. As an important project participant, she has participated in funded research projects on human computer interaction technology, children's traffic safety education and human body pose capture which were funded by national/ministry of education social/natural science foundations. She has published several research papers and has also been invited as a reviewer in various international journals.
Title: Learning Affective Analysis Methods and Its Application in Education
Abstract: With the rapid development of Internet technology, online learning has become indispensable learning way in the future. Compared with traditional face-to-face classroom teaching, although these methods are no longer limited by time, place and space, they hinder the direct emotional communication between teachers and students. Teachers cannot perceive students' emotional state of learning and give feedback in time. They also cannot adjust and optimize teaching activities in a targeted way. The lack of emotion in the process of learning will affect the learning effect and teaching quality, and is not conducive to the learners' mental health and the formation of a sound personality. Learning affective analysis is the key to solve the above problems, and it is also an important part of providing intelligent learning support services, so as to build a personalized, automated and process-oriented intelligent learning environment. This report will discuss the main technical methods and the application of learning affective analysis in the field of education, and finally summarize the existing problems, so as to give researchers a clear and comprehensive understanding of this field.
Assoc. Prof. Hua Lu,
Anhui Polytechnic University, China
Hua Lu is an associate professor in the School of Foreign Studies at Anhui Polytechnic University, China. She is currently studying for a PhD degree at Faculty of Education, Languages and Psychology, SEGi University, Malaysia. Her research interests include English language teaching and learning, second language acquisition, and teacher education. As principal investigator, she has undertaken funded research projects on blended learning in English courses, transition from English for general purposes to English for specific purposes, and second language acquisition under construction grammar, which were funded by provincial social science foundations. Her recent publications appeared in international journals including Frontiers in Psychology and International Journal of Emerging Technologies in Learning. Her research has won a number of prizes, including the Gold Medal of Poster Competition at The Asia Pacific Conference on Curriculum Studies and Instructional Designing in 2021, the Second Prize of Research Paper at the 15th Annual Academic Conference of Social Sciences in Anhui province in 2020, the Excellence Award in the “Three Topics” Research in Social Science Community in Anhui province in 2019, the First Prize of Research Paper in the 15th East China Foreign Language Forum in 2018, the Second Prize in the “Three Topics” Research in Social Science Community in Anhui Province in 2017, and the First Prize of Research Paper of the Foreign Language and Literature Society in Anhui Province in 2016.
Title: Construction and Application of Task-based Blended Learning Model in a University EFL Listening and Speaking Course
Abstract: In higher education today, blended learning has been acknowledged as one of the most popular trends in language teaching since it combines the strengths of both online learning and traditional teaching methods. This study explored the construction and application of a task-based blended learning model in a university English listening and speaking course in an English as a foreign language (EFL) context. At the end of the 15-week study, data was collected via online records and two survey questionnaires from 110 participants regarding their feedback on this learning model. The quantitative and qualitative analysis of the data revealed that the majority of the students displayed a positive attitude towards the new teaching approach and recognized a growth in their English listening and speaking skills, as well as a boost in their learning participation, interaction, interests, motivation, and self-confidence through fulfilling tasks in this blended learning model. The study has implications for the future lesson planning of other English courses, in addition to the listening and speaking course, and also for the development of task-based learning models.