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Luciana Cabral
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2020 – today
- 2021
- [j5]Bruno Peixoto
, Rafael Pinto, Miguel Melo
Immersive Virtual Reality for Foreign Language Education: A PRISMA Systematic Review. IEEE Access 9: 48952-48962 (2021) - [j4]José Vasconcelos-Raposo
Assessing presence in virtual environments: adaptation of the psychometric properties of the Presence Questionnaire to the Portuguese populations. Behav. Inf. Technol. 40(13): 1417-1427 (2021) - [c7]Bruno Peixoto
Evaluation of Animation and Lip-Sync of Avatars, and User Interaction in Immersive Virtual Reality Learning Environments. ICGI 2021: 1-7 - [c6]Rafael Darque Pinto, Pedro Monteiro
Does gamification in virtual reality improve second language learning? ICGI 2021: 1-8
2010 – 2019
- 2019
- [j3]José Vasconcelos-Raposo
Adaptation and Validation of the Temple Presence Inventory in a Portuguese Population. Int. J. Hum. Comput. Interact. 35(6): 441-447 (2019) - [j2]José Vasconcelos-Raposo
Adaptation and validation of the ITC - Sense of Presence Inventory for the Portuguese language. Int. J. Hum. Comput. Stud. 125: 1-6 (2019) - [c5]Bruno Peixoto
Using Virtual Reality Tools for Teaching Foreign Languages. WorldCIST (3) 2019: 581-588 - [c4]Darque Pinto
Virtual Reality in Education: Learning a Foreign Language. WorldCIST (3) 2019: 589-597 - 2016
- [j1]J. Jacinto Vasconcelos-Raposo
Adaptation and Validation of the Igroup Presence Questionnaire (IPQ) in a Portuguese Sample. Presence Teleoperators Virtual Environ. 25(3): 191-203 (2016) - [c3]Tânia Rocha, Maximino Bessa, Luciana Cabral:
Performing universal tasks using a mini iPad: usability assessment per people with intellectual disabilities. Interacción 2016: 23 - 2015
- [c2]Andreia Matos, Tânia Rocha
Multi-sensory Storytelling to Support Learning for People with Intellectual Disability: An Exploratory Didactic Study. DSAI 2015: 12-18 - [c1]Tânia Rocha
Performing universal tasks on the Web: interaction with digital content by people with intellectual disabilities. Interacción 2015: 30:1-30:7
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