Margarida Romero
Biographic Data
| ID | 3750833 |
|---|---|
| NAME | Margarida Romero |
| GIVEN NAMES | Margarida |
| FAMILY NAME | Romero |
| SIGNATURE | ROMERO M |
| AFFILIATIONS | Université Côte d'Azur |
| ORCID | 0000-0003-3356-8121 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teacher agency and generative AI
Scholars have traced diverse contradictions of GenAI's potential to seemingly both help and harm education back to the origins of AI in Education (AIED), thereby broadening the discussion to include a cultural-historical perspective. Generative AI (GenAI) is being analyzed for its impact on student achievement through personalized learning, and concerns about the potential devaluation of educators' skills and expertise. However few studies have e…
L’émergence de l’intelligence artificielle dans les établissements d’enseignement. Quelle perception des directions
L’article porte sur les perceptions des directions d’établissement d’enseignement au Québec et en Ontario francophone quant à l’adoption de l’intelligence artificielle (IA) dans leurs pratiques quotidiennes, à ses répercussions sur leur leadership pédagogique et de leurs besoins en matière d’acculturation. Il présente les résultats d’une enquête par questionnaire administré en 2024 auprès des directions d’établissement d’enseignement (N=56). Ces …
AI as a creative partner
Creativity is considered an important competency for personal and professional development in the current society. With the integration of artificial intelligence (AI) in education, there is increasing interest in understanding how AI can support the creative process and how its usage in various contexts might affect user agency. Nevertheless, the specific role of AI in the support to the creative process is not clearly identified in the literatu…
Encourager le développement des cultures régénératrices dans le domaine de l'éducation
In the face of the climate and collective well-being urgency in the contemporary world, it is possible to question the ontological and epistemological approach of the educational and productive system in our societies. The reconceptualization of our relationship with the living requires a transformation of practices that can be considered from the perspective of expansive learning. In this article, we analyze the collective design process of a gr…
The effects of assessment instruction and test anxiety on divergent components of creative problem-solving tasks
Introduction This study looked at how an assessment instruction and test anxiety (TA) can influence divergent thinking (DT) components of creativity in a playful robotic problem-solving task. Methods We measured TA and creative performance (TD) under assessment and non-assessment conditions in 122 secondary students engaged in creative problem solving (CPS). Result The aspects of DT (fluidity and originality) showed a tendency to be impacted by a…
An affordance-based framework for the design and analysis of learning activities in playful educational robotics contexts
Taking into account the profound impact of technology on modern education, especially during the covid19 pandemic, increasing academic interest has focused towards the design and application of such tools on different learning contexts. A specific area of Human–Computer Interaction, called affordance theory, focuses on the perception, design and use of different technologies by educators and learners in learning contexts. This paper explores the …
Interactivity and materiality matter in creativity
Idea generation in interactive learning environments requires the consideration of the interactivity and materiality aspects of creativity. In educational robotics, idea generation is mediated through a technological object in a process allowing us to observe the three main components of divergent thinking: fluency, flexibility, and originality. Nevertheless, divergent thinking assessment has been mainly evaluated in the last decades through sema…
Creative intention and persistence in educational robotic
When participants engage twice in the same creative problem-solving task with educational robots, they have the possibility to repeat the same solution, allowing them to complete the task faster, or to show a creative intention and behavior, engaging them in developing a new solution. In this study, we aim to analyze the creative process considering the creative intention and the persistence in the creative process. For this purpose, we engaged 1…
Analyse de l’agentivité transformatrice dans une activité de robotique pédagogique impliquant la résolution collaborative de problèmes
La résolution collaborative de problèmes est une compétence clé pour les futurs enseignants du primaire. En effet, ceux-ci seront appelés à résoudre quotidiennement des problèmes et à collaborer avec les autres membres de l’équipe-école ou avec leurs élèves. Cependant, la compétence de résolution collaborative de problèmes demeure très peu étudiée dans la littérature scientifique. Pour contribuer à la compréhension de cette compétence, nous l’ana…
The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school
Computational thinking (CT) is considered an emerging competence domain linked to 21st-century competences, and educational robotics (ER) is increasingly recognised as a tool to develop CT competences. This is why researchers recommend developing intervention methods adapted to classroom practice and providing explicit guidelines to teachers on integrating ER activities. The present study thus addresses this challenge. Guidance and feedback were …
Analyse du processus de construction de connaissances dans des activités de programmation à l’école
The introduction of programming activities in the classroom has given rise to a variety of teaching methods. Some methods focus on learning to code while others take a creative programming approach (Resnick & Rusk, 2020). This study looks at creative programming as an opportunity for students to develop their reasoning skills. Drawing from both mathematics teaching and creative programming practices, we identify the elements of informatics thinki…
Co-creativity in real-world problem solving in project-based learning in higher education
The present study constitutes a preliminary effort to frame co-creativity, project-based learning and real-world problem-solving under a cultural historical activity theory framework. The paper establishes co-creativity as collective concept formation in the wild and collective mediation as primary elements for the study of real-world problem solving in higher education. This study aims at bridging gaps between co-creative real-world problem solv…
L’activité de conception comme démarche créative pour la formation des enseignants à l’intégration du numérique dans l’activité d’enseignement-apprentissage
Cet article analyse la conception de scénarios pédagogiques intégrant le numérique comme activité créative (Glăveanu, 2015, 2020) et agentive (Sannino, 2015), propice à la transformation de l’activité d’enseignement-apprentissage et susceptible de constituer en formation une réponse au défi persistant de l’intégration du numérique en classe (Giraudon et al., 2020). Il s’appuie principalement sur la théorie de l’activité historico-culturelle (CHAT…
Cultural historical activity theory, double stimulation, and conflicts of motives in education science
Cultural Historical Activity Theory (CHAT) can be used both as a theoretical and an analytical framework. It has been used in a wide variety of contexts over a wide variety of research objects in education and other fields requiring a comprehensive understanding of interactions within a system. At a theoretical level, the relation between double stimulation and instrumental mediation has been studied and understood, yet the link between double st…
Teachers’ Creative Behaviors in STEAM Activities With Modular Robotics
As STEAM activities require both the teachers and learners to be creative, it is important to train teachers to instruct and guide creativity not only when students begin a task, but also throughout its entire process persistently to maintain creative behaviors. To assess the creative process in teacher education, a currently limited topic within the literature, we examined 37 in-service teachers, who were participating in a creative pedagogy cou…
Conception d’activités technocréatives pour le développement d’une pédagogie créative
Formation et profession 28(2), 2020 1 sum La pdagogie crative engage les diffrents acteurs et composantes d'une situation d'apprentissage. Dans le prsent article, nous dcrivons le rle que des mdiations pdagogiques dites technocratives peuvent jouer pour favoriser l' engagement des lves dans le cadre d'une dmarche de pdagogie crative. Nous prsentons ces mdiations pdagogiques en lien avec la notion d' exprience vcue dans le but d' enrichir leur con…
Poursuivre le programme ou assurer l’engagement? Analyse des critères de continuité pédagogique et des transformations pédagogiques et en contexte de pandémie
Poursuivre le programme ou assurer l'engagement? Analyse des critres de continuit pdagogique et des transformations pdagogiques et en contexte de pandmie Formation et profession 28(4 hors-srie), 2020 sum La pandmie a donn lieu une transformation pdagogique de type disruptif. Cette tude a pour objectif de comprendre la transformation des usages du numrique en lien avec les critres de continuit adopts par les enseignantes des diffrents niveaux duca…
Développer un rapport critique et techno-créatif au territoire par la création de maquettes de villes à l’école
Notre rapport à l’espace et au territoire est une relation qui se construit à partir d’un ensemble d’expériences de vie. Pour les enfants d’aujourd’hui, le rapport au territoire est fortement encadré par leurs parents ainsi que par leurs activités scolaires et extrascolaires. Dans cet article, nous analysons le type d’activités scolaires qui peuvent permettre de développer une approche critique et créative des enfants dans leur rapport à l’espace…
Intergenerational Learning Through a Participatory Video Game Design Workshop
This article presents a program evaluation for intergenerational video game design workshop using Scratch, a visual programming language developed at the MIT. We relied on a framework inspired by participatory game design, intergenerational interactions, and maker culture to create a workshop that valued the interactions of participants from various age groups, genders, and backgrounds to learn together about game design. We used a mixed methodol…
Can Serious Games Contribute to Developing and Sustaining 21st Century Skills
Serious games (SG) are innovative tools that are widely recognized as having considerable potential to foster and support active learning. This article addresses the question of whether and how SG can contribute to the development of the so-called "21st century skills" in education. This article starts by characterizing the current need for 21st century skills and the identification of these core skills. Thereafter, it reports on a literature rev…
The impact of a rubric and friendship on peer assessment
La construcción colaborativa de conocimiento en las redes de comunicación asíncrona y escrita (RCAE)
Este trabajo presenta la revisión de diversos tipos de instrumentos de análisis creados para investigar los procesos de construcción colaborativa de conocimiento en las RCAE. Para ello, seleccionamos cinco líneas de investigación sobre el tema, que denominamos: la construcción social de conocimiento, las habilidades de pensamiento crítico, la convergencia de conocimiento, la construcción de conocimiento mediante la argumentación, y la reciprocida…
Can Serious Games Contribute to Developing and Sustaining 21st Century Skills
Serious games (SG) are innovative tools that are widely recognized as having considerable potential to foster and support active learning. This article addresses the question of whether and how SG can contribute to the development of the so-called "21st century skills" in education. This article starts by characterizing the current need for 21st century skills and the identification of these core skills. Thereafter, it reports on a literature rev…
Cultural historical activity theory, double stimulation, and conflicts of motives in education science
Cultural Historical Activity Theory (CHAT) can be used both as a theoretical and an analytical framework. It has been used in a wide variety of contexts over a wide variety of research objects in education and other fields requiring a comprehensive understanding of interactions within a system. At a theoretical level, the relation between double stimulation and instrumental mediation has been studied and understood, yet the link between double st…
Intergenerational Learning Through a Participatory Video Game Design Workshop
This article presents a program evaluation for intergenerational video game design workshop using Scratch, a visual programming language developed at the MIT. We relied on a framework inspired by participatory game design, intergenerational interactions, and maker culture to create a workshop that valued the interactions of participants from various age groups, genders, and backgrounds to learn together about game design. We used a mixed methodol…
L’activité de conception comme démarche créative pour la formation des enseignants à l’intégration du numérique dans l’activité d’enseignement-apprentissage
Cet article analyse la conception de scénarios pédagogiques intégrant le numérique comme activité créative (Glăveanu, 2015, 2020) et agentive (Sannino, 2015), propice à la transformation de l’activité d’enseignement-apprentissage et susceptible de constituer en formation une réponse au défi persistant de l’intégration du numérique en classe (Giraudon et al., 2020). Il s’appuie principalement sur la théorie de l’activité historico-culturelle (CHAT…
La construcción colaborativa de conocimiento en las redes de comunicación asíncrona y escrita (RCAE)
Este trabajo presenta la revisión de diversos tipos de instrumentos de análisis creados para investigar los procesos de construcción colaborativa de conocimiento en las RCAE. Para ello, seleccionamos cinco líneas de investigación sobre el tema, que denominamos: la construcción social de conocimiento, las habilidades de pensamiento crítico, la convergencia de conocimiento, la construcción de conocimiento mediante la argumentación, y la reciprocida…
The impact of a rubric and friendship on peer assessment
Can Serious Games Contribute to Developing and Sustaining 21st Century Skills
Serious games (SG) are innovative tools that are widely recognized as having considerable potential to foster and support active learning. This article addresses the question of whether and how SG can contribute to the development of the so-called "21st century skills" in education. This article starts by characterizing the current need for 21st century skills and the identification of these core skills. Thereafter, it reports on a literature rev…
Intergenerational Learning Through a Participatory Video Game Design Workshop
This article presents a program evaluation for intergenerational video game design workshop using Scratch, a visual programming language developed at the MIT. We relied on a framework inspired by participatory game design, intergenerational interactions, and maker culture to create a workshop that valued the interactions of participants from various age groups, genders, and backgrounds to learn together about game design. We used a mixed methodol…
Développer un rapport critique et techno-créatif au territoire par la création de maquettes de villes à l’école
Notre rapport à l’espace et au territoire est une relation qui se construit à partir d’un ensemble d’expériences de vie. Pour les enfants d’aujourd’hui, le rapport au territoire est fortement encadré par leurs parents ainsi que par leurs activités scolaires et extrascolaires. Dans cet article, nous analysons le type d’activités scolaires qui peuvent permettre de développer une approche critique et créative des enfants dans leur rapport à l’espace…
Conception d’activités technocréatives pour le développement d’une pédagogie créative
Formation et profession 28(2), 2020 1 sum La pdagogie crative engage les diffrents acteurs et composantes d'une situation d'apprentissage. Dans le prsent article, nous dcrivons le rle que des mdiations pdagogiques dites technocratives peuvent jouer pour favoriser l' engagement des lves dans le cadre d'une dmarche de pdagogie crative. Nous prsentons ces mdiations pdagogiques en lien avec la notion d' exprience vcue dans le but d' enrichir leur con…
Poursuivre le programme ou assurer l’engagement? Analyse des critères de continuité pédagogique et des transformations pédagogiques et en contexte de pandémie
Poursuivre le programme ou assurer l'engagement? Analyse des critres de continuit pdagogique et des transformations pdagogiques et en contexte de pandmie Formation et profession 28(4 hors-srie), 2020 sum La pandmie a donn lieu une transformation pdagogique de type disruptif. Cette tude a pour objectif de comprendre la transformation des usages du numrique en lien avec les critres de continuit adopts par les enseignantes des diffrents niveaux duca…
Teachers’ Creative Behaviors in STEAM Activities With Modular Robotics
As STEAM activities require both the teachers and learners to be creative, it is important to train teachers to instruct and guide creativity not only when students begin a task, but also throughout its entire process persistently to maintain creative behaviors. To assess the creative process in teacher education, a currently limited topic within the literature, we examined 37 in-service teachers, who were participating in a creative pedagogy cou…
Creative intention and persistence in educational robotic
When participants engage twice in the same creative problem-solving task with educational robots, they have the possibility to repeat the same solution, allowing them to complete the task faster, or to show a creative intention and behavior, engaging them in developing a new solution. In this study, we aim to analyze the creative process considering the creative intention and the persistence in the creative process. For this purpose, we engaged 1…
Analyse de l’agentivité transformatrice dans une activité de robotique pédagogique impliquant la résolution collaborative de problèmes
La résolution collaborative de problèmes est une compétence clé pour les futurs enseignants du primaire. En effet, ceux-ci seront appelés à résoudre quotidiennement des problèmes et à collaborer avec les autres membres de l’équipe-école ou avec leurs élèves. Cependant, la compétence de résolution collaborative de problèmes demeure très peu étudiée dans la littérature scientifique. Pour contribuer à la compréhension de cette compétence, nous l’ana…
The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school
Computational thinking (CT) is considered an emerging competence domain linked to 21st-century competences, and educational robotics (ER) is increasingly recognised as a tool to develop CT competences. This is why researchers recommend developing intervention methods adapted to classroom practice and providing explicit guidelines to teachers on integrating ER activities. The present study thus addresses this challenge. Guidance and feedback were …
Analyse du processus de construction de connaissances dans des activités de programmation à l’école
The introduction of programming activities in the classroom has given rise to a variety of teaching methods. Some methods focus on learning to code while others take a creative programming approach (Resnick & Rusk, 2020). This study looks at creative programming as an opportunity for students to develop their reasoning skills. Drawing from both mathematics teaching and creative programming practices, we identify the elements of informatics thinki…
Co-creativity in real-world problem solving in project-based learning in higher education
The present study constitutes a preliminary effort to frame co-creativity, project-based learning and real-world problem-solving under a cultural historical activity theory framework. The paper establishes co-creativity as collective concept formation in the wild and collective mediation as primary elements for the study of real-world problem solving in higher education. This study aims at bridging gaps between co-creative real-world problem solv…
L’activité de conception comme démarche créative pour la formation des enseignants à l’intégration du numérique dans l’activité d’enseignement-apprentissage
Cet article analyse la conception de scénarios pédagogiques intégrant le numérique comme activité créative (Glăveanu, 2015, 2020) et agentive (Sannino, 2015), propice à la transformation de l’activité d’enseignement-apprentissage et susceptible de constituer en formation une réponse au défi persistant de l’intégration du numérique en classe (Giraudon et al., 2020). Il s’appuie principalement sur la théorie de l’activité historico-culturelle (CHAT…
Cultural historical activity theory, double stimulation, and conflicts of motives in education science
Cultural Historical Activity Theory (CHAT) can be used both as a theoretical and an analytical framework. It has been used in a wide variety of contexts over a wide variety of research objects in education and other fields requiring a comprehensive understanding of interactions within a system. At a theoretical level, the relation between double stimulation and instrumental mediation has been studied and understood, yet the link between double st…
Interactivity and materiality matter in creativity
Idea generation in interactive learning environments requires the consideration of the interactivity and materiality aspects of creativity. In educational robotics, idea generation is mediated through a technological object in a process allowing us to observe the three main components of divergent thinking: fluency, flexibility, and originality. Nevertheless, divergent thinking assessment has been mainly evaluated in the last decades through sema…
The effects of assessment instruction and test anxiety on divergent components of creative problem-solving tasks
Introduction This study looked at how an assessment instruction and test anxiety (TA) can influence divergent thinking (DT) components of creativity in a playful robotic problem-solving task. Methods We measured TA and creative performance (TD) under assessment and non-assessment conditions in 122 secondary students engaged in creative problem solving (CPS). Result The aspects of DT (fluidity and originality) showed a tendency to be impacted by a…
An affordance-based framework for the design and analysis of learning activities in playful educational robotics contexts
Taking into account the profound impact of technology on modern education, especially during the covid19 pandemic, increasing academic interest has focused towards the design and application of such tools on different learning contexts. A specific area of Human–Computer Interaction, called affordance theory, focuses on the perception, design and use of different technologies by educators and learners in learning contexts. This paper explores the …
L’émergence de l’intelligence artificielle dans les établissements d’enseignement. Quelle perception des directions
L’article porte sur les perceptions des directions d’établissement d’enseignement au Québec et en Ontario francophone quant à l’adoption de l’intelligence artificielle (IA) dans leurs pratiques quotidiennes, à ses répercussions sur leur leadership pédagogique et de leurs besoins en matière d’acculturation. Il présente les résultats d’une enquête par questionnaire administré en 2024 auprès des directions d’établissement d’enseignement (N=56). Ces …
AI as a creative partner
Creativity is considered an important competency for personal and professional development in the current society. With the integration of artificial intelligence (AI) in education, there is increasing interest in understanding how AI can support the creative process and how its usage in various contexts might affect user agency. Nevertheless, the specific role of AI in the support to the creative process is not clearly identified in the literatu…
Encourager le développement des cultures régénératrices dans le domaine de l'éducation
In the face of the climate and collective well-being urgency in the contemporary world, it is possible to question the ontological and epistemological approach of the educational and productive system in our societies. The reconceptualization of our relationship with the living requires a transformation of practices that can be considered from the perspective of expansive learning. In this article, we analyze the collective design process of a gr…
Teacher agency and generative AI
Scholars have traced diverse contradictions of GenAI's potential to seemingly both help and harm education back to the origins of AI in Education (AIED), thereby broadening the discussion to include a cultural-historical perspective. Generative AI (GenAI) is being analyzed for its impact on student achievement through personalized learning, and concerns about the potential devaluation of educators' skills and expertise. However few studies have e…
Computer Science (13 works) · Psychology (13 works) · Mathematics education (10 works) · Innovative Teaching and Learning Methods (9 works) · Social Psychology (8 works) · Sociology (8 works) · Creativity in Education and Neuroscience (7 works) · Humanities (7 works) · Political science (7 works) · Philosophy (6 works)