Gabriella Tisza
Dados Biográficos
| ID | 9505439 |
|---|---|
| NOME | Gabriella Tisza |
| PRENOMES | Gabriella |
| SOBRENOME | Tisza |
| ASSINATURA | TISZA G |
| AFILIAÇÕES | Eindhoven University of Technology |
| ORCID | 0000-0003-2768-0344 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2022 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Fun beyond gamification
Children’s motivation and engagement in learning act as cornerstones for positive academic outcomes. While gamification is extensively studied as a strategy for making learning fun, there remains a limited understanding of other factors that contribute to a fun learning experience, particularly within formal educational settings. Addressing this research gap, this qualitative study sought to explore the elements primary school students aged 9 to …
Generative AI-powered social robots in education
The rise of Generative Artificial Intelligence (GenAI) and Large Language Models (LLMs) is accelerating the integration of social robots into education. These technologies enhance robots' abilities in natural language interaction, adaptive behaviour, and personalised learning support. To advance real-world implementation, it is essential to identify the main challenges and opportunities in this field. We conducted a two-round Delphi study with 16…
Learning to code
There is a worldwide pursuit to increase children’s interest in STEM (Science, Technology, Engineering, Mathematics) especially in computer science through extra-curricular activities such as coding workshops, hackathons, and FabLab initiatives. However, the underlying reasons for children’s willingness for participation in such activities, and the effect of participation on children’s topic-related knowledge are still not well understood. In ord…
FunQ
Researchers and practitioners in learning sciences, educational technology and child-computer interaction often argue that fun is an essential element of learning. Therefore, researchers in the above fields aim to explore how learning activities could be made more enjoyable in order to facilitate engagement in the learning process and to improve the learning outcomes. Despite such wide interest, there has been little systematic effort to define a…
Obstacles and challenges identified by practitioners of non-formal science learning activities in Europe
Despite the increasing demand for non-formal science learning activities, few studies report on practitioners' perspectives and experiences with designing and implementing such activities worldwide. This paper focuses on their challenges by drawing upon twenty-two interviews with practitioners involved in diverse science learning activities in various non-formal settings in seven European countries. By including diverse activities and settings, t…
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Obstacles and challenges identified by practitioners of non-formal science learning activities in Europe
Despite the increasing demand for non-formal science learning activities, few studies report on practitioners' perspectives and experiences with designing and implementing such activities worldwide. This paper focuses on their challenges by drawing upon twenty-two interviews with practitioners involved in diverse science learning activities in various non-formal settings in seven European countries. By including diverse activities and settings, t…
Learning to code
There is a worldwide pursuit to increase children’s interest in STEM (Science, Technology, Engineering, Mathematics) especially in computer science through extra-curricular activities such as coding workshops, hackathons, and FabLab initiatives. However, the underlying reasons for children’s willingness for participation in such activities, and the effect of participation on children’s topic-related knowledge are still not well understood. In ord…
FunQ
Researchers and practitioners in learning sciences, educational technology and child-computer interaction often argue that fun is an essential element of learning. Therefore, researchers in the above fields aim to explore how learning activities could be made more enjoyable in order to facilitate engagement in the learning process and to improve the learning outcomes. Despite such wide interest, there has been little systematic effort to define a…
Generative AI-powered social robots in education
The rise of Generative Artificial Intelligence (GenAI) and Large Language Models (LLMs) is accelerating the integration of social robots into education. These technologies enhance robots' abilities in natural language interaction, adaptive behaviour, and personalised learning support. To advance real-world implementation, it is essential to identify the main challenges and opportunities in this field. We conducted a two-round Delphi study with 16…
Fun beyond gamification
Children’s motivation and engagement in learning act as cornerstones for positive academic outcomes. While gamification is extensively studied as a strategy for making learning fun, there remains a limited understanding of other factors that contribute to a fun learning experience, particularly within formal educational settings. Addressing this research gap, this qualitative study sought to explore the elements primary school students aged 9 to …
Computer Science (3 obras) · Psychology (3 obras) · Educational Games and Gamification (2 obras) · Mathematics education (2 obras) · Social Psychology (2 obras) · Applied Psychology (1 obras) · Artificial Intelligence (1 obras) · Autonomy (1 obras) · Biomedical and Engineering Education (1 obras) · Bullying, Victimization, and Aggression (1 obras)