The accomplishment in mathematics has gained attention from educators and arises as an emerging field of study, including in engineering education.However, in Portugal there is still incipient research in the area so it is high time to explore factors that might enlighten the gap in the study of the relationship between Portuguese engineering students and the learning of mathematics. The main purpose of this study is to explore three factors identified in the literature as influencing the learning of mathematical concepts -self-efficacy, anxiety towards mathematics and perceived importance of mathematics -and search for differences by gender and by type of engineering course, a dimension not much reported in the literature but which revealed important in team´s previous research. Based on a sample of 140 undergraduate students of different engineering courses from University of Minho, results only identify differences in the type of course and not in gender. These results constitute a contribution and open new paths for future research in the engineering education.

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In an effort to better understand the learning potential of a tangible interface, we conducted a comparison study between a tangible and a traditional graphical user interface for teaching preschoolers (In Portugal, children enter preschool at the age of three and they attend it till entering school, normally at the age of six) about good oral hygiene. The study was carried with two groups of children aged 4 to 5 years. Questionnaires to parents, children's drawings, and interviews were used for data collection and analysis and revealed important indicators about children's change of attitude, involvement, and preferences for the interfaces. The questionnaires showed a remarkable change of attitude toward tooth brushing in the children that interacted with the tangible interface; particularly children's motivation increased significantly. Children's drawings were used to assess their degree of involvement with the interfaces. The drawings from the children that interacted with the tangible interface were very complete and detailed suggesting that the children felt actively involved with the experience. The results suggest that the tangible interface was capable of promoting a stronger and long-lasting involvement having a greater potential to engage children, therefore potentially promoting learning. Evaluation through drawing seems to be a promising method to work with preliterate children; however, it is advisable to use it together with other methods.

Resumo: Neste artigo procedemos a uma revisão sistemática da literatura sobre Online Peer Assessment (OPA) no Ensino Superior, mediada por Tecnologias Digitais de Informação e Comunicação (TIC). Identificamos suas características centrais e opcionais e mapeamos exemplos práticos (procedimentos e TIC) de OPA que poderão ser transversais, adaptáveis e aplicáveis em diversas unidades curriculares e regimes educacionais. Os resultados apontam para a utilização da OPA como uma estratégia que potencializa a "avaliação para a aprendizagem". Os referenciais teóricos subjacentes, os métodos de avaliação e os tipos de TIC utilizados indicam seu direcionamento para um maior envolvimento e responsabilidade do aluno na sua aprendizagem. Evidenciamos na literatura que se busca desenvolver essas competências, dando ao aluno oportunidades com alguma regularidade, para autoavaliar-se e avaliar seus pares por meio de feedback construtivo. Há também evidências de que dar ou produzir feedback é mais benéfico para a aprendizagem do que apenas recebê-lo, como também é cognitivamente mais exigente e envolve os alunos de forma mais ativa e os direciona ao pensamento crítico e a processos metacognitivos. A partir dos resultados alcançados, consideramos que a OPA, enquanto ferramenta cognitiva, contribui para a construção do conhecimento e para a reflexão sobre a aprendizagem. Um desafio que se coloca diz respeito ao desenvolvimento criativo com foco na diversificação e na inovação das práticas de avaliação no sentido de potenciar aprendizagens e resultados acadêmicos, em atenção às necessidades de aprendizagem que se manifestam frente as expectativas da educação atual e futura e às exigências da sociedade.Palavras-chave: Avaliação no ensino superior. Online peer assessment. Avaliação digital. Online peer assessment in higher education: a systematic review of literature in educational practicesAbstract: In this research a systematic review of literature about Online Peer Assessment (OPA) in higher education, mediated by Information and Communication Technology (ICT), was carried out. Optional and central characteristics and its practices (procedures and ICT) were identified and mapping. These procedures and practices may be transversal, adaptable and applied in several curriculum units and educational regimes. The results point to the use of OPA as a strategy that enhances "assessment for learning". The theoretical framework, the methods of assessment and the kinds of ICT used indicate directions for greater involvement and responsibility from the part of the student in his/her learning. Theoretical framework identifies the need to develop students' skills, providing them with opportunities for self-assessment and peer assessment on a regular basis through constructive feedback. There is also evidence that to give or receive feedback is more beneficial for learning than just receiving it. It is also cognitively more demanding and directs the students to critical thinking and metacognitive processes. From the results obtained, OPA is seen...

This paper presents a study of the use of a digital manipulative developed to promote creative narrative construction and storytelling. The study was carried with 27 groups of preschoolers, of five years of age, who interacted with the digital manipulative during free-play time, during a period of six months. The study sought to access aspects of children's embodiment of the narratives, and how they shaped the creation of stories. We observed that by using the digital manipulative, children's narrative construction occurred in two levels, as children shared the stage, (controlling the characters, the location, the props, and the nature elements) and simultaneously performed on this stage. The sharing of the input devices (blocks) gave children equal control of the performance and orchestration of the story, while promoting and supporting peer collaboration. We conclude that the digital manipulative enables the performance of what we call embodied stage-narratives, promoting children's imagination and creative thinking, as well as fostering early literacy skills and metalinguistic awareness.

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a b s t r a c tResearch has identified a need for design of interactive products for children, as well as long-term studies that investigate the effects of its use in the classroom environment. Following the design and development of a digital manipulative system for storytelling, which involved preschool children and teachers, the investigation presented here reports findings from a four-month evaluation of the system that was carried in a Portuguese preschool involving 24 pairs of children. During the four months the researchers were able to observe children's interaction with the digital manipulative system that was not biased by the novelty of the system or by time constrains. The gathered data showed that children used the digital manipulative system to create stories and play language games, which are activities that foster the development of oral language and emergent literacy, and are formally targeted in the preschool curriculum. The system provided challenge and adventure, motivating children to collaboratively explore and create narratives, empowering each child to actively participate in the task.

Purpose This paper examines the acceptance, of a group of 79 students, of an educational forum, used for mobile and distance learning, that has been modified to include empathic characteristics and affective principles. Design/methodology/approach With this study is proposed that the introduction of empathic and affective principles in educational forums is a useful and effective way to increase students’ participation and motivation in educational contexts. After an analysis of existing literature and research on the subject of empathic technology, the unified theory of acceptance and use of technology (UTAUT) was used as a framework for the research model. The analysis of their acceptance is done via an extended version of the UTAUT that focuses on the use of the variable attitude toward technology and uses gender, age and experience as moderators. A partial least square technique has been used to test the nine hypotheses. Findings The results confirmed three of the nine hypotheses: performance expectancy and effort expectancy had a positive influence on the students attitudes towards empathic forums, while the effect of social influence and facilitating conditions was considered insignificant; social influence had a positive influence on the students’ behavioral intention to use emphatic forums, while attitude toward technology, performance expectancy, facilitating conditions and effort expectancy were considered not relevant. Originality/value The focus of this study was the influence of attitude toward empathic forums, used for mobile and distance learning, and the results establish the grounds for future research on attitude as an important determinant of technology acceptance.