ESTiG - Artigos em Proceedings Não Indexados à WoS/Scopus
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- AI-driven solutions for enhancing digital accessibility in higher educationPublication . Costa, José Paulo; Nacheva, Radka; Coelho, Ana Sofia; Martins, Oliva M.D.Digital accessibility is essential for ensuring that students with disabilities have equal access to educational materials in higher education. Despite the existence of standards like the Web Content Accessibility Guidelines (WCAG) and PDF Universal Access (PDF/UA), many institutions still face challenges in providing accessible digital content. Existing tools can identify accessibility issues but often fall short in automating the remediation process or offering personalized adjustments for individual learners. This paper presents an AI-driven framework designed to automate the detection, remediation, and personalization of digital content to meet accessibility requirements. The proposed framework integrates AI and machine learning to enhance the accessibility of PDFs, HTML content, and multimedia resources, ensuring compliance with WCAG 2.1 and PDF/UA standards. The study demonstrates that the AI system detects accessibility issues with 92% accuracy and successfully remediates 85% of identified issues. Additionally, the framework offers real-time personalized adjustments, improving user satisfaction for 94% of students with disabilities. The AI system also reduces the time and cost of ensuring accessibility, making it an efficient tool for educational institutions. The paper concludes with recommendations for further research to expand the framework’s capabilities and offers insights for developing inclusive education policies that leverage AI technology.
- Awareness of sustainability practices in construction: learning in a real contextPublication . Silva, Flora; Santos, Adriana; Rios, Yuleidy; Barros, Paula Maria; Silva, Flora; Barros, Paula MariaAs part of the Higher Professional Technical Course in Civil Construction at a Polytechnic Higher Education Institution, a teaching experience was proposed in which the Technical Installations and Sustainability Practices in Construction course units were taught interconnectedly. The studentsmobilized the knowledge acquired in the first-course unit to carry out practical work on more sustainable solutions in buildings as part of the second-course unit. This experience allowed the students to apply their knowledge in scenarios close to their professional reality and to reflect on the complex issues of sustainability in construction.
- Collaborative work between Polytechnic higher education students: manufacturing processes, safety and sustainabilityPublication . Silva, Flora; Ribeiro, J.E.; Barros, Paula Maria; Silva, Flora; Ribeiro, J.E.; Barros, Paula MariaThe link with the real working environment, combined with the sharing of knowledge and collaboration between students from different courses, was the basis of a teaching experience involving students from the Mechanical Technology I course unit of the Mechanical Engineering degree course and the Safety and Environment course unit of the Higher Professional Technical Course in Sustainable Technologies in Mechanics and Vehicles, at a Polytechnic Higher Education Institution in the north of Portugal. The final objective was to carry out collaborative work on metalworking processes, the safety at work related to these processes, and waste management.
- Explorando transformações lineares com recurso ao GeogebraPublication . Cordeiro, Edite; Barros, Paula MariaA compreensão de grande parte dos conceitos de álgebra linear exige um nível de abstração que quase sempre os estudantes do primeiro ano das licenciaturas de engenharia têm dificuldade em atingir. É consensual que se a sala de aula corresponder a um espaço dinâmico, onde os estudantes têm a oportunidade de interagir e de manipular os objetos em estudo, tal favorece o desenvolvimento de raciocínios que levam à identificação de relações/propriedades desses objetos. Vários estudos apontam para o facto de o software Geogebra facilitar a aprendizagem, muito por via da concretização de conceitos mais abstratos. Neste contexto, propomos uma abordagem para a compreensão da noção de transformação linear através das suas possíveis representações. Trata-se de uma experiência baseada na resolução de tarefas que incluem a construção em Geogebra de algumas aplicações, que se realizou em sala de aula no âmbito da unidade curricular de Álgebra Linear e Geometria Analítica de um curso de licenciatura em engenharia. Tais aplicações, ao permitir a exploração de múltiplas transformações lineares através das suas representações, contribuíram para uma melhor apreensão dos conceitos envolvidos.
- Impact of different UI on foreign language learning using iVRPublication . Peixoto, Bruno; Gonçalves, Guilherme; Bessa, Maximino; Bessa, Luciana C. Pereira; Melo, MiguelThis paper presents a study comparing different user interface modes (Controller-Based Selection, Object Interaction, and Voice Recognition) within immersive Virtual Reality (iVR) environments for foreign language learning. Given the rapid advancements and potential of iVR in education, there is a need for focused research on optimising user interfaces for effective learning experiences. This study aimed to identify optimal interfaces for integrating iVR applications as complementary educational tools while gauging student preferences. Participants engaged in interactive learning tasks across the three conditions, with assessments focused on System Usability, Presence, User Satisfaction, Cybersickness, Learning Outcomes, and Task Duration. Findings indicate high usability across all conditions, with a preference observed for Controller-Based Selection and Object Interaction. Object Interaction showed strong motivational appeal but required more time to complete tasks than Controller-Based. Therefore, for time-constrained educational settings, the Controller-Based Selection interface is practical due to its lower physical effort requirement. Despite recent advances, our study found Voice Recognition interaction to be the least preferred interaction method, indicating a need for further technological improvements to boost its acceptance and effectiveness in educational contexts.