ESEV - DCA - Artigo em ata de evento científico internacional
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- Exploring word-of-mouth: The impact of social interaction, attitudes and video ad design in tourist behaviourPublication . Santos, Sara; Vasconcelos, Maria; Ferreira, Sónia; Augusto, Luísa; Santo, Pedro Espírito: Internet travel advertising shapes and influences consumer behaviour and purchase decisions. The quality and form of the messages conveyed through these advertisements directly impact customer purchasing intent. Considering the information-intensive nature of the tourism industry and the growing significance of online platforms in destination marketing, web-based advertising has emerged as a popular method for promoting travel products to consumers. The initial perception of the destination showcased in the ad, and its presentation can substantially influence social interactions and ultimately affect how information about it is shared among acquaintances, both online and offline. By creating persuasive and captivating ads, marketers have the power to influence consumer behaviour profoundly and arouse their interest in various destinations. Therefore, this study focuses on the interactions between attitude towards the region, advertising design, and social interaction and how these can affect word-of-mouth behaviours in tourism promotional videos. The study collects 906 responses and examines the data using a structural equation model. For this purpose, a quantitative methodology using the SMART-PLS program was used. This study's findings highlight the importance of social interaction in spreading word-of-mouth, emphasising the crucial role of captivating visual design in creating positive associations with the brand. In addition, the mediating role of social interaction has also proved essential in the influence of visual design in ads on the spread of word-of-mouth among video viewers. These results are essential for marketing professionals, providing indispensable guidelines for creating persuasive and impactful content in tourism promotion videos
- Lecturer Training for Generative AI in Higher Education: A Pilot Study at the School of Education, Polytechnic Institute of Viseu.Publication . Antunes Sobral, Filomena; de Almeida Gouveia, Teresa Sofia; Azevedo Gomes, Cristina; Carneiro de Sousa, Catarina; Nina de Morais, Nídia Salomé; Ferreira, Sónia; dos Santos Vasconcelos Gomes, Helena Margarida; Rego, Belmiro; Rito, Pedro Neves; Rui RaposoThe progress of Generative Artificial Intelligence (GenAI) and its use in educational contexts presents higher‑education institutions with a dual challenge: harnessing GenAI’s potential for pedagogical innovation purposes while addressing its inherent ethical risks to academic integrity. This article outlines an exploratory project centred on lecturer training at the School of Education (ESEV) of the Polytechnic Institute of Viseu (IPV), with the aim of integrating GenAI into teaching practice in a critical and responsible manner. The methodology comprises an initial diagnosis of the lecturers’ perceptions regarding GenAI and their AI literacy, a comprehensive inventory of available tools, and the creation of an interdisciplinary Study Group. In addition, practical workshops tailored for different disciplines will develop the lecturers’ technical and pedagogical competences. The project will culminate in evidence-based pedagogical recommendations and a comprehensive practical manual, ultimately contributing to the enhancement of teaching activities and fostering a culture of ethically grounded innovation.
- Revisiting the use of skills at work of young graduates in new higher education international contextsPublication . Sousa, Luis NunoThe challenges that higher education institutions currently face can justify the progressive effort to create international partnerships that promote the exchange of resources, experiences, skills and academic training. The Eunice consortium – European University of Customised Education, to which the Polytechnic Institute of Viseu belongs, is a good example of this dynamism, sharing resources and promoting, in a cooperative way, training provision, student mobility and scientific research. In this reflection, we use a Eunice report to revisit, in a longitudinal perspective, the data collected over the last two decades at the Polytechnic Institute of Viseu. The main concern of these investigations (2011; 2021) was to analyze the transition processes of young graduates to work and the relationship between the higher education obtained and the work performed, allowing us to verify the applicability of skills in a work context and the conditions and characteristics of the jobs. The objective is to reevaluate these results by comparing them with the current needs highlighted by the local job market and simultaneously contribute to an active institutional reflection and adaptation of the training offer to these new indicators and needs.
- To find a job or a life? The challenges of transitioning to work and the pos-pandemic future expectations of young graduatesPublication . Sousa, Luis NunoThe transition to work represents one of the most important challenges for the higher education young graduates. To find a job has effective implications in the process of entering adulthood and being able to do it during or after the period of the Covid-19 pandemic imply unprecedented challenges. In Portugal, obtaining a higher education continues to play a decisively role to reduce the country's structural geographic/social dichotomies and to represent the main instrument of social modernization and promotion of upward social mobility. However, and despite the evolution felt over the last decades in terms of the number of higher education students, of graduates and of higher education offer, the scientific research continues to show that a direct relationship between family social contexts and academic/professional trajectories persists. We intend to analyze the process of transition to work, the professional trajectories, the working conditions and the professional expectations of a non-representative sample of 195 higher education young graduates from three institutions located in the center of Portugal. The results show that having a higher education degree and a regular job did not change the process of transition to adulthood for most of the young graduates, and more than half of those, up to the age of 30, assumed that they continue to live with their parents and maintain the same job, located in their residence area. These conditions indirectly reflect precarious working conditions in terms of contract/remuneration and, sometimes, an underrated job with vertical mismatch and low level of required skills. Age proves to be an important variable in this process, with the older graduates (+30) having better working conditions, supported in a professional career already established even before obtaining their degree. Globally, the expectations of younger graduates regarding their professional future, are, despite all, positive, even though they are aware that this post-pandemic era will involve greater risks and difficulties in relation to the labor market, including: the increased unemployment, the temporary and precarious work, the decreased wages and economic growth, and the increased emigration.
- Drawing Across Disciplines: Teaching Strategies in Higher EducationPublication . Félix, Silvina; Martins, Olinda; Ribeiro, Marlene; Pixel International ConferenceThis paper reflects on the experience of teaching drawing at three public higher education institutions in Portugal, within bachelor’s degree programs in various scientific areas, including Communication Sciences and Technologies, Product Design, and Fine Arts, aiming to compare pedagogical approachesand the results achieved by students in various curricular units whose programmatic content includesbasic drawing concepts, product drawing with manual rendering, human figures, and animal drawing. This study employed case analysis based on direct observation and the authors’ teaching and researchexperience. Drawing on three distinct case studies, the analysis led to the development of a proposedpedagogical framework designed to enhance drawing instruction across diverse educational contexts.With a background in Design, the authors argue that Drawing is a tool for creativity, enabling one tolearn to see, understand, and interpret forms, organise thoughts, explore possibilities, and visualisealternatives. This study had the ambition to contribute to: (1) finding strategies that encourage thepractice of drawing; (2) reducing the inhibition to draw, the penalisation of doing and redoing reduces the motivation for experimentation and taking risks, which is fundamental for a project practice wheredrawing is a tool for idea generation; (3) raising students' awareness of the importance of drawing as atool for thinking, expression, and communication (4) promoting the acquisition of drawing skills and theirapplication in Communication Sciences and Technology, Design, and Fine Arts; (5) encouragingstudents to find their creative voice, message, and identity as individuals, designers, and artists tocommunicate it to others. Drawing is a practice that requires time, patience, and concentration. In the end, this study highlightsthe need to find new teaching approaches that demonstrate to students the importance of drawing fortheir professional future and minimise the blockages and inhibitions that are increasingly appearing inthe teaching of Drawing.
- B-learning as a teaching methodology in a master’s course: a pilot projectPublication . Loureiro, Ana Claudia; Silva, Paulo; Diogo, JulienThis study presents the results of a pilot project that implemented the blended learning (b-learning) modality in the Master's in Applied Communication at a Portuguese Polytechnic Institute during the 2023/2024 academic year. The primary objective of the research was to analyse students' perceptions regarding the flexibility, adaptation, and interaction provided by b-learning, as well as to evaluate its viability as a pedagogical strategy for future editions of the course. A qualitative, interpretive approach was adopted, based on the application of a questionnaire to 17 students enrolled in four course units taught partially at a distance, with support from the Moodle platform and digital resources such as videos, quizzes, and synchronous sessions via Zoom. The results demonstrate that the majority of participants valued the possibility of conciliating studies with other activities, highlighting temporal flexibility, autonomy in task management, and the usefulness of asynchronous activities for consolidating learning. Although individual differences were identified regarding adaptation to the hybrid format and pedagogical support, the majority of participants recognised blearning as a flexible and effective alternative to exclusively faceto-face teaching.
- O potencial da Inteligência Artificial para a inclusão de crianças neurodivergentes: uma análise de escopoPublication . Meirinhos, Manuel Florindo Alves; Loureiro, Ana ClaudiaEste trabalho, baseado na metodologia de revisão bibliográfica de escopo, tem como objetivo analisar o potencial da Inteligência Artificial (IA) para apoiar crianças com Perturbações do Espectro do Autismo (PEA). Estas tecnologias são consideradas promissoras na resolução de alguns sintomas associados a essa problemática. Destacam-se tecnologias como robôs sociais e sistemas de reconhecimento facial emocional podem oferecer intervenções personalizadas, melhorando a atenção, a comunicação e a interação social. A integração de sensores IoT e técnicas de aprendizagem de máquina permite monitorizar o estado emocional e cognitivo das crianças, possibilitando ajustes em tempo real. Apesar dos resultados promissores, verificamos que a investigação ainda está em estágios iniciais, com limitações em termos de generalização e impactos a longo prazo. As perspetivas futuras apontam para uma educação mais inclusiva e centrada na neurodiversidade, com a IA desempenhando um papel crucial na personalização da aprendizagem e no suporte às diferentes trajetórias de desenvolvimento das crianças.
- Impact of TikTok Usage on Higher Education Students: Addiction, Flow State, and Sense of BelongingPublication . Lopes, Cláudia; Nina de Morais, Nídia Salomé; Raposo, Rui; de Almeida Gouveia, Teresa SofiaThis research explores the impact of TikTok usage among higher education students, focusing on three dimensions: addiction, flow state, and sense of belonging. Recognising the significant role that TikTok plays in young people's digital lives, the study aims to analyse how this platform affects students at a Portuguese School of Higher Education according to these dimensions, thus contributing to a deeper understanding of the effects associated with its use. A mixed methodology was adopted, combining quantitative and qualitative methods. A sample of 125 students answered a questionnaire, and structured interviews were conducted with 6 participants. The questionnaire included specific scales to measure the flow state, sense of belonging, and signs of addiction related to TikTok usage. The interviews provided a deeper exploration of individual perceptions of the platform's impact on their lives. The results reveal that students frequently experience the flow state when using TikTok, reporting that time "flies" and that they become deeply absorbed by the content. Despite this, according to quantitative data collected, most do not consider themselves addicted to the platform. However, during the interviews, students acknowledged that TikTok can be addictive, admitting to spending more time than intended and losing track of time, suggesting a discrepancy between initial selfassessment and more in-depth reflection. Regarding the sense of belonging, most students do not feel part of the TikTok community, which may be attributed to their predominantly passive use of the platform and lack of interaction or content creation. This indicates that building a sense of belonging is linked to more active and interactive participation patterns. It is concluded that TikTok has a significant impact on higher education students, inducing flow states and potentially contributing to addictive behaviours. The absence of a sense of belonging suggests that passive usage does not foster a sense of community, which may affect how students relate to the platform and other users. These results have important implications for understanding the impact of social media on young people's well-being and mental health, highlighting the need to promote balanced and mindful usage. Future studies may focus on designing strategies aimed at mitigating potential negative effects deriving from the addictive use of this sort of technology and explore the role of content creation as a way of fostering a sense of belonging
- Conceptions of teaching skills in distance learning: a comparative analysis of the literature and the digital competency frameworksPublication . Loureiro, Ana Claudia; Santos Miranda Pinto, MaribelThis qualitative study conducts a comparative content analysis of the conceptions of online lecturer competence identified in the literature on distance learning and those proposed in three international digital competence frameworks for educators developed by the European Union, UNESCO, and the International Society for Technology in Education. This analysis aims to: (i) identify the conceptions of teaching competence advocated in distance learning studies and international digital competence frameworks, and (ii) characterise the main similarities and differences regarding these conceptions. The relevance of this study lies in the need to update and expand the competences required of lecturers in the online context. The results indicate that specific competences for online lecturers emphasise pedagogical and technological aspects directly related to distance teaching practice, whereas the international digital competence frameworks address a more comprehensive set of skills, including ethical, safety, and digital citizenship issues. It is concluded that lecturers' competences for online teaching transcend technical and pedagogical dimensions, equally integrating social and cultural competences. The study contributes to a broader understanding of online lecturer competences, providing insights for future teacher training initiatives in distance learning.
- Learning with ComicsPublication . Marlene Ribeiro; Figueiredo, Sofia; Carneiro de Sousa, Catarina; Pixel, International ConferencesThe article presents the experience of teaching the Drawing IV curricular unit using evidence-based teaching as a framework for selecting pedagogical practice options. The aim of this research was to collect and map information that would enable improvements to be made to the curricular unit. The creation of a comic with a free theme, made up of four pages (reference) was the project launched for the students of the Arts and Multimedia degree. The project was developed in three phases, each focussed on essential aspects of constructing a visual narrative, in an active strategy of learning by doing. In the first phase, the students dedicated themselves to writing the story (original or adapted), characterisation and character studies, as well as drawing up the storyboard and an exploratory search for graphic references. During the second phase, the focus fell on studies of environments, colour, typography and page composition. The students also delved into character design, now considering expressions and actions, as well as defining shots and framing for each vignette and a detailed script for the comic strip. In the third and final phase, the students concentrated on developing the final boards. Most of them chose to work in a digital environment, which allowed them to explore and deepen techniques and styles that resulted in a wide variety of drawing syntheses. With the aim of encouraging experimental artistic publication, a selection of 12 Comics was presented in the inaugural two-volume issue of the Fanzine ESEV.