Geiser Chalco Challco
Biographic Data
| ID | 3497750 |
|---|---|
| NAME | Geiser Chalco Challco |
| GIVEN NAMES | Geiser Chalco |
| FAMILY NAME | Challco |
| SIGNATURE | CHALLCO G C |
| AFFILIATIONS | Center of Excellence in Social Technologies (NEES) Federal University of Alagoas (UFAL) Maceió Brazil |
| ORCID | 0000-0003-4163-4803 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Intelligent tutoring systems based on the theory of multiple intelligences: A Systematic Literature Review
This Systematic Literature Review (SLR) explores the integration of Howard Gardner's Theory of Multiple Intelligences (TMI) into Intelligent Tutoring Systems (ITS). The study investigates how TMI has been applied in ITS, focusing on target populations, system architectures, the role of multiple intelligences, and learning domains. Following the Kitchenham and Charters (Citation2007) protocol, the review analyzed studies retrieved from databases s…
The Role of Hybrid Learning in Achieving the Sustainable Development Goals
Hybrid learning combines digital learning resources with conventional education approaches to expand educational offerings. While this approach has shown promise in addressing limitations of both online and in‐person instruction, significant challenges remain in ensuring equitable access and sustainable implementation. This study examined hybrid learning's relationship with the sustainable development goals (SDGs) framework through a scoping revi…
Blended learning and media centers: A bibliometric analysis
Blended learning can be considered an approach that combines face-to-face and online periods in education through the integration of some technological resources, such as media centers. The present research sought to investigate the panorama of scientific production on blended learning and identify evidence of how media centers are used to support this type of teaching. This is a bibliometric study carried out based on the principles of the Syste…
Does gender-stereotyped gamification increase negative thinking? Results from an experimental study with logic tutoring systems
Gender-stereotypical design, such as the predominance of blue colors in interfaces, leaderboards with only men at the top, and male avatars, may have negative effects on women in gamified tutoring systems, especially in courses with a majority of male participation, such as courses of Science, Technology, Engineering, and Mathematics (STEM). We conducted a quasi-experimental study with 133 Brazilian high school students in order to determine the …
Two billion registered students affected by stereotyped educational environments: An analysis of gender-based color bias
According to the literature, educational technologies present several learning benefits to promote online education. However, there are several associated challenges, and some studies illustrate the limitations in elaborating educational technologies, called Design limitations. This aspect is responsible for unleashing various issues in the learning process, such as gender inequality, creating adverse effects on cognitive, motivational, and behav…
Access to digital technologies and the internet in higher education: Validation of a Diagnostic Questionnaire
This work presents the process used to validate a data collection instrument in the context of the Covid-19 pandemic. The aim was to demonstrate the reliability of a questionnaire about access to digital technologies and the Internet by university students. The questionnaire construction process consisted of two stages: items were initially developed based on the objectives indicated by the Working Group, mapping the items related to "Technical I…
No prominent works on this page.
Two billion registered students affected by stereotyped educational environments: An analysis of gender-based color bias
According to the literature, educational technologies present several learning benefits to promote online education. However, there are several associated challenges, and some studies illustrate the limitations in elaborating educational technologies, called Design limitations. This aspect is responsible for unleashing various issues in the learning process, such as gender inequality, creating adverse effects on cognitive, motivational, and behav…
Access to digital technologies and the internet in higher education: Validation of a Diagnostic Questionnaire
This work presents the process used to validate a data collection instrument in the context of the Covid-19 pandemic. The aim was to demonstrate the reliability of a questionnaire about access to digital technologies and the Internet by university students. The questionnaire construction process consisted of two stages: items were initially developed based on the objectives indicated by the Working Group, mapping the items related to "Technical I…
Blended learning and media centers: A bibliometric analysis
Blended learning can be considered an approach that combines face-to-face and online periods in education through the integration of some technological resources, such as media centers. The present research sought to investigate the panorama of scientific production on blended learning and identify evidence of how media centers are used to support this type of teaching. This is a bibliometric study carried out based on the principles of the Syste…
Does gender-stereotyped gamification increase negative thinking? Results from an experimental study with logic tutoring systems
Gender-stereotypical design, such as the predominance of blue colors in interfaces, leaderboards with only men at the top, and male avatars, may have negative effects on women in gamified tutoring systems, especially in courses with a majority of male participation, such as courses of Science, Technology, Engineering, and Mathematics (STEM). We conducted a quasi-experimental study with 133 Brazilian high school students in order to determine the …
Intelligent tutoring systems based on the theory of multiple intelligences: A Systematic Literature Review
This Systematic Literature Review (SLR) explores the integration of Howard Gardner's Theory of Multiple Intelligences (TMI) into Intelligent Tutoring Systems (ITS). The study investigates how TMI has been applied in ITS, focusing on target populations, system architectures, the role of multiple intelligences, and learning domains. Following the Kitchenham and Charters (Citation2007) protocol, the review analyzed studies retrieved from databases s…
The Role of Hybrid Learning in Achieving the Sustainable Development Goals
Hybrid learning combines digital learning resources with conventional education approaches to expand educational offerings. While this approach has shown promise in addressing limitations of both online and in‐person instruction, significant challenges remain in ensuring equitable access and sustainable implementation. This study examined hybrid learning's relationship with the sustainable development goals (SDGs) framework through a scoping revi…
Computer Science (5 works) · Psychology (4 works) · Political science (3 works) · Developmental psychology (2 works) · E-Learning and Knowledge Management (2 works) · Educational technology (2 works) · Mathematics education (2 works) · World Wide Web (2 works) · AI in Service Interactions (1 works) · Blended Learning (1 works)