Artigos de revistas sobre o tema "Pedagogical agent roles"
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Frechette, Casey, e Roxana Moreno. "The Roles of Animated Pedagogical Agents’ Presence and Nonverbal Communication in Multimedia Learning Environments". Journal of Media Psychology 22, n.º 2 (janeiro de 2010): 61–72. http://dx.doi.org/10.1027/1864-1105/a000009.
Texto completo da fonteKim, Yanghee, e Amy L. Baylor. "Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations". International Journal of Artificial Intelligence in Education 26, n.º 1 (7 de julho de 2015): 160–69. http://dx.doi.org/10.1007/s40593-015-0055-y.
Texto completo da fonteGraesser, Arthur C., Carol M. Forsyth e Blair A. Lehman. "Two Heads May be Better than One: Learning from Computer Agents in Conversational Trialogues". Teachers College Record: The Voice of Scholarship in Education 119, n.º 3 (março de 2017): 1–20. http://dx.doi.org/10.1177/016146811711900309.
Texto completo da fonteOfer, Shlomit. "Fortune Teller and Midwife: A Reflective View on Pedagogical-Artistic Management in a Reality of Multiple Crises". Journal of Education and Training Studies 11, n.º 2 (2 de janeiro de 2023): 10. http://dx.doi.org/10.11114/jets.v11i2.5868.
Texto completo da fonteIstenič, Andreja, Liliya Latypova, Violeta Rosanda, Žiga Turk, Roza Valeeva e Xuesong Zhai. "Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners". Education Sciences 14, n.º 4 (9 de abril de 2024): 390. http://dx.doi.org/10.3390/educsci14040390.
Texto completo da fonteTorrents, Carlota, Natàlia Balagué, Robert Hristovski, Maricarmen Almarcha e J. A. Scott Kelso. "Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings". Sustainability 13, n.º 5 (2 de março de 2021): 2696. http://dx.doi.org/10.3390/su13052696.
Texto completo da fonteHulchiy, Olesia P., Iryna M. Khomenko, Nadiia M. Zakharova e Olena O. Zelikovska. "ОПЫТ ИСПОЛЬЗОВАНИЯ SMART-ТЕХНОЛОГИЙ В ПОСЛЕДИПЛОМНОМ ОБРАЗОВАНИИ ВРАЧЕЙ ПРОФИЛАКТИЧЕСКОЙ МЕДИЦИНЫ". Information Technologies and Learning Tools 65, n.º 3 (1 de julho de 2018): 236. http://dx.doi.org/10.33407/itlt.v65i3.1882.
Texto completo da fonteRogošić, Silvia, Ana Maskalan e Aleta Jurki. "What are the key roles of education?" JAHR 11, n.º 2 (2020): 445–65. http://dx.doi.org/10.21860/j.11.2.7.
Texto completo da fonteAdam, Helen, Lennie Barblett, Gill Kirk e Gloria S. Boutte. "(Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing". Contemporary Issues in Early Childhood 24, n.º 2 (junho de 2023): 189–207. http://dx.doi.org/10.1177/14639491231176897.
Texto completo da fonteFera, Ardian. "PREPOSITIONS AND THEIR SYNTACTIC USE IN ALBANIAN AND ENGLISH". Knowledge International Journal 31, n.º 2 (5 de junho de 2019): 571–74. http://dx.doi.org/10.35120/kij3102571f.
Texto completo da fonteIbragimova, Saule. "ENSURING THE SOCIALIZATION OF HIGH-CLASS STUDENTS AS A PEDAGOGICAL PROBLEM". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, n.º 06 (1 de junho de 2023): 108–11. http://dx.doi.org/10.37547/pedagogics-crjp-04-06-18.
Texto completo da fonteApoki, Ufuoma Chima, Aqeel M. Ali Hussein, Humam K. Majeed Al-Chalabi, Costin Badica e Mihai L. Mocanu. "The Role of Pedagogical Agents in Personalised Adaptive Learning: A Review". Sustainability 14, n.º 11 (25 de maio de 2022): 6442. http://dx.doi.org/10.3390/su14116442.
Texto completo da fontePace, Judith L., e Larisa Kasumagić-Kafedžić. "Teacher education for democracy in Sarajevo and San Francisco: Pedagogical tools to connect theory and practice". Citizenship Teaching & Learning 16, n.º 3 (1 de outubro de 2021): 397–415. http://dx.doi.org/10.1386/ctl_00073_1.
Texto completo da fonteDomagała Zyśk, Ewa. "Non-Pedagogical School Personnel as Agents in the Functional Assessment of Students with Disabilities and Special Educational Needs". International Journal of Special Education (IJSE) 39, n.º 1 (30 de abril de 2024): 53–59. http://dx.doi.org/10.52291/ijse.2024.39.6.
Texto completo da fonteKnight-Diop, Michelle G., e Heather A. Oesterreich. "Pedagogical Possibilities: Engaging Cultural Rules of Emotion". Teachers College Record: The Voice of Scholarship in Education 111, n.º 11 (novembro de 2009): 2678–704. http://dx.doi.org/10.1177/016146810911101103.
Texto completo da fonteAvidov Ungar, Orit, e Tamar Shamir-Inbal. "ICT Coordinators’ TPACK-based Leadership Knowledge in their Roles as Agents of Change". Journal of Information Technology Education: Research 16 (2017): 169–88. http://dx.doi.org/10.28945/3699.
Texto completo da fonteKatsarou, Eirene, Fridolin Wild, Areti-Maria Sougari e Paraskevi Chatzipanagiotou. "A Systematic Review of Voice-based Intelligent Virtual Agents in EFL Education". International Journal of Emerging Technologies in Learning (iJET) 18, n.º 10 (23 de maio de 2023): 65–85. http://dx.doi.org/10.3991/ijet.v18i10.37723.
Texto completo da fontePiwowarczyk, Mirosław. "Family and family education model in parish press of Great Poland in 2nd Polish Republic: „Tygodnik Parafji Zbąszynskiej” example". Family Upbringing 2, n.º 2 (30 de junho de 2011): 81–104. http://dx.doi.org/10.61905/wwr/171230.
Texto completo da fonteCervantes-Duarte, Luisa, e Antonio Fernández-Cano. "Impact of Armed Conflicts on Education and Educational Agents: A Multivocal Review". Revista Electrónica Educare 20, n.º 3 (1 de setembro de 2016): 1. http://dx.doi.org/10.15359/ree.20-3.12.
Texto completo da fonteAlsop, Steve, e Darren Hoeg. "Collegial Conversations at a Time of COVID-19". Journal for Activist Science and Technology Education 11, n.º 2 (27 de junho de 2020): 60–74. http://dx.doi.org/10.33137/jaste.v11i2.34536.
Texto completo da fonteAlridge, Derrick P. "Teachers in the Movement: Pedagogy, Activism, and Freedom". History of Education Quarterly 60, n.º 1 (fevereiro de 2020): 1–23. http://dx.doi.org/10.1017/heq.2020.6.
Texto completo da fontePérez-Marín, Diana, Raquel Hijón-Neira e Celeste Pizarro. "A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education". Computers 13, n.º 3 (29 de fevereiro de 2024): 65. http://dx.doi.org/10.3390/computers13030065.
Texto completo da fonteVieira, Liliana, e Clara Coutinho. "Urban Games". International Journal of Mobile and Blended Learning 8, n.º 2 (abril de 2016): 55–71. http://dx.doi.org/10.4018/ijmbl.2016040105.
Texto completo da fonteZaichenko, Natalia, Liudmila Zaichenko, Irina Kondrateva e Dmitry Rubashkin. "Transformation of relationships between primary school stakeholders in the context of digitization". Education & Self Development 15, n.º 3 (30 de setembro de 2020): 130–44. http://dx.doi.org/10.26907/esd15.3.12.
Texto completo da fonteDuckworth, Vicky, e Bronwen Maxwell. "Extending the mentor role in initial teacher education: embracing social justice". International Journal of Mentoring and Coaching in Education 4, n.º 1 (2 de março de 2015): 4–20. http://dx.doi.org/10.1108/ijmce-08-2014-0032.
Texto completo da fonteGuerrero-Hernández, Gonzalo R., e Rocío A. Fernández-Ugalde. "Teachers as researchers: Reflecting on the challenges of research–practice partnerships between school and university in Chile". London Review of Education 18, n.º 3 (13 de novembro de 2020): 423–38. http://dx.doi.org/10.14324/lre.18.3.07.
Texto completo da fonteCasteião, André Luiz, e Susana Barreto. "The ASPEN method: Establishing the relationship between unmediated creative methods and heuristics adapted to the context of teaching design via an algorithm". Journal of Design, Business & Society 8, n.º 2 (1 de dezembro de 2022): 231–45. http://dx.doi.org/10.1386/dbs_00041_1.
Texto completo da fonteAparicio-Molina, Carolina, e Felipe Sepúlveda-López. "Teacher Professional Development: Perspectives from a Research Experience with Teachers". Revista Electrónica Educare 27, n.º 2 (25 de abril de 2023): 1–16. http://dx.doi.org/10.15359/ree.27-2.15870.
Texto completo da fontePark, Yeonjeong, e Min Young Doo. "Role of AI in Blended Learning: A Systematic Literature Review". International Review of Research in Open and Distributed Learning 25, n.º 1 (1 de março de 2024): 164–96. http://dx.doi.org/10.19173/irrodl.v25i1.7566.
Texto completo da fonteRendahl, Jenny, Signild Risenfors, Peter Korp, Marianne Pipping Ekström e Christina Berg. "Forskarinitierat rollspel med efterföljande fokusgruppintervju". Educare - vetenskapliga skrifter, n.º 2 (1 de janeiro de 2017): 31–55. http://dx.doi.org/10.24834/educare.2017.2.2.
Texto completo da fonteRusu, Alina Simona, Adriana Dalila Criste e Daniel Severus Dezmirean. "Voices of NGOs Supporting the First Master’s Degree Program in Ethology and Human-Animal Interactions in Romania: An Exploratory Qualitative Analysis". Animals 11, n.º 4 (11 de abril de 2021): 1091. http://dx.doi.org/10.3390/ani11041091.
Texto completo da fontePeirats Chacón, José, José Luis Muñoz Moreno e Ángel San Martín Alonso. "Los imponderables de la tecnología educativa en la formación del profesorado / The intangibles of educational technology in the teacher training". Revista Latinoamericana de Tecnología Educativa - RELATEC 14, n.º 3 (25 de outubro de 2015): 11–22. http://dx.doi.org/10.17398/1695-288x.14.3.11.
Texto completo da fonteCsörsz, Ilona. "Social psychological determinants of the formation of medical students’ professional identity. Possibilities of development". Orvosi Hetilap 152, n.º 12 (março de 2011): 475–80. http://dx.doi.org/10.1556/oh.2011.29078.
Texto completo da fonteMcclain, Margy. "Parental Agency in Educational Decision Making: A Mexican American Example". Teachers College Record: The Voice of Scholarship in Education 112, n.º 12 (dezembro de 2010): 3074–101. http://dx.doi.org/10.1177/016146811011201203.
Texto completo da fonteSoodan, Vishal, Avinash Rana, Anurag Jain e Deeksha Sharma. "AI Chatbot Adoption in Academia: Task Fit, Usefulness and Collegial Ties". Journal of Information Technology Education: Innovations in Practice 23 (2024): 001. http://dx.doi.org/10.28945/5260.
Texto completo da fontePreddie, Martha Ingrid. "Canadian Public Library Users are Unaware of Their Information Literacy Deficiencies as Related to Internet Use and Public Libraries are Challenged to Address These Needs". Evidence Based Library and Information Practice 4, n.º 4 (14 de dezembro de 2009): 58. http://dx.doi.org/10.18438/b8sp7f.
Texto completo da fonteShaik-Abdullah, Sarimah, Yoon Sook Jhee e Mohd Syafiq Aiman Mat Noor. "Editorial". Malaysian Journal of Action Research 1, n.º 1 (2 de setembro de 2023): 1–3. http://dx.doi.org/10.61388/mjar.v1i1.1.
Texto completo da fonteArmando, Marjorie, Magalie Ochs e Isabelle Régner. "The Impact of Pedagogical Agents' Gender on Academic Learning: A Systematic Review". Frontiers in Artificial Intelligence 5 (20 de junho de 2022). http://dx.doi.org/10.3389/frai.2022.862997.
Texto completo da fonteNye, Benjamin Daniel, Aaron Shiel, Ibrahim Burak Olmez, Anirudh Mittal, Jason Latta, Daniel Auerbach e Yasemin Copur-Gencturk. "Virtual Agents for Real Teachers: Applying AI to Support Professional Development of Proportional Reasoning". International FLAIRS Conference Proceedings 34, n.º 1 (18 de abril de 2021). http://dx.doi.org/10.32473/flairs.v34i1.128574.
Texto completo da fonteMunasinghe, Bhagya, Tim Bell e Anthony Robins. "Computational Thinking and Notional Machines: The Missing Link". ACM Transactions on Computing Education, 18 de outubro de 2023. http://dx.doi.org/10.1145/3627829.
Texto completo da fonteVaag, Jonas R., Gunhild B. Sætren, Thomas H. Halvorsen e Stine D. Sørgård. "A Psychological Investigation of Selection Criteria for Learning Agents (Super Users) and Allocation of Responsibilities in the Implementation of Technological Change". Frontiers in Psychology 13 (15 de junho de 2022). http://dx.doi.org/10.3389/fpsyg.2022.928217.
Texto completo da fonteMahmood, A. Kamil, e Elaine Ferneley. "The use of animated agents in e-learning environments: an exploratory, interpretive case study". Research in Learning Technology 12, n.º 3 (1 de junho de 2006). http://dx.doi.org/10.3402/rlt.v14i2.10953.
Texto completo da fonteAli, Takbir. "Understanding the Evolving Roles of Improvement-Oriented High School Teachers in Gilgit-Baltistan". Qualitative Report, 8 de dezembro de 2014. http://dx.doi.org/10.46743/2160-3715/2011.1320.
Texto completo da fonteKaraseva, Agnese, Andra Siibak e Pille Pruulmann-Vengerfeldt. "Relationships between teachers` pedagogical beliefs, subject cultures, and mediation practices of students' use of digital technology". Cyberpsychology: Journal of Psychosocial Research on Cyberspace 9, n.º 1 (1 de maio de 2015). http://dx.doi.org/10.5817/cp2015-1-6.
Texto completo da fonteWall, Glenda. "Being a good digital parent: representations of parents, youth and the parent–youth relationship in expert advice". Families, Relationships and Societies, 2021. http://dx.doi.org/10.1332/204674321x16146846761768.
Texto completo da fonteAltena, Sharon, Rebecca Ng, Meredith Hinze, Simone Poulsen e Dominique Parrish. "“Many hats one heart”: A scoping review on the professional identity of learning designers". ASCILITE Publications, 8 de setembro de 2022, 359–64. http://dx.doi.org/10.14742/apubs.2019.284.
Texto completo da fonteCarvalho, Marisa, Rosário Serrão, Heleza Azevedo, Joana Cruz, Diana Alves, Cristina Martins, Elisabete Marques et al. "School psychologists’ training to support inclusive education in Portugal: Trainers’ perspectives of opportunities, challenges, and improvements". School Psychology International, 14 de março de 2024. http://dx.doi.org/10.1177/01430343241236487.
Texto completo da fonteSakhiyya, Zulfa, Helena I. R. Agustien e Hendi Pratama. "The reconceptualisation of knowledge base in the pre-service teacher education curriculum: Towards ELF pedagogy". Indonesian Journal of Applied Linguistics 8, n.º 1 (31 de maio de 2018). http://dx.doi.org/10.17509/ijal.v8i1.11464.
Texto completo da fonteKönig, Ariane, Jerome Ravetz, Bo Raber, Jacek Stankiewicz, Ricardo Rojas-Aedo, Kristina Hondrila e Karl Pickar. "Taking the Complex Dynamics of Human–Environment–Technology Systems Seriously: A Case Study in Doctoral Education at the University of Luxembourg". Frontiers in Sustainability 2 (20 de setembro de 2021). http://dx.doi.org/10.3389/frsus.2021.673033.
Texto completo da fonteHarima, Aki, Agnieszka Kroczak e Martina Repnik. "Role ambiguity in entrepreneurship education: expectation gaps between educators and students in venture creation courses". Education + Training ahead-of-print, ahead-of-print (12 de agosto de 2021). http://dx.doi.org/10.1108/et-07-2020-0204.
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