CV Lattes
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Universidade de São Paulo (USP). Instituto de Ciências Matemáticas e de Computação (ICMC) (Institutional affiliation from the last research proposal) Birthplace: Brazil
Seiji Isotani is a Professor of Computer Science and Learning Technology at the Institute of Mathematics and Computer Science of the University of São Paulo (USP). He holds a Bachelor's and Master's Degrees in Computer Science from USP. He also did a specialization in Collaborative Learning and Ontology Engineering. He completed his Ph.D. in Information Engineering at Osaka University (Japan). After that he worked as a Research Fellow at Carnegie Mellon University (USA) until 2011 when he returned to USP. He is the founder and current co-coordinator of the Applied Computing in Education Laboratory (CAED). He is also the co-founder of two startups, one in the area of educational technologies and another in the area of #8203;#8203;semantic technologies, both awarded in different opportunities for the production and application of technological innovations in the sector. He has conducted research on the following topics: Artificial Intelligence in Education, Intelligent Tutoring Systems, Computer-Supported Collaborative Learning (CSCL), Gamification, Ontology Engineering and Linked Open Data. He coordinated more than 20 Research Projects, with international and multidisciplinary teams.. He has published more than a hundred scientific papers, has more than 2500 citations and, according to Google Scholar, he is among the Top 30 most cited researchers in his field. He has received several awards in his career from entities such as the Brazilian Computer Society (SBC), IBM, ACM, IEEE, among others. He acts as Program Committee member of national and international scientific journals and conferences, as well as being systematically invited as keynote speaker of scientific events. He was the Editor-in-Chief of the Brazilian Journal of Informatics in Education (RBIE), Associate Editor of IEEE Transactions on Learning Technologies, Member of the Municipal Council of São Carlos, Member of the Special Committee on Informatics in Education (CEIE-SBC) and Brazilian Representative in the IFIP Technical Committee on Education (TC3). He has been Visiting Professor at different foreign institutions in Japan, Spain and China. Currently, he is ACM Distinguished Speaker, IEEE Senior Member, Associate Editor of Frontiers in Artificial Intelligence, and Consultant in Educational Technologies for the Ministry of Education. (Source: Lattes Curriculum)
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This project for Research Mobility aims to bring together research teams form UK and Brazil to carry out research on the topic of gamification applied to education. Particularly, we will join our effort to work on three topics: 1) Development and validation of a methodology and tool to aid the implementation of gamified processes - this will be based on Dr. Shi's work on the Motivational …
Linked open data are structured data, available on the Web with an open license and using formats and standards supported by the W3C. There are several benefits to provide data as linked open data (LOD). Among them, we emphasize the transparency and access to information, the ability to connect different data and generate new knowledge and ultimately enable the creation of new services an…
(Only some records are available in English at this moment)
Over the years, a plethora of approaches has been conducted aiming to make the educational environments, especially, the intelligent educational systems, more dynamics to better engage the students. Among the approaches, the recent studies are highlighting the personalization of gamification in this kind of systems as a promise way to provide better educational systems. At the same time, …
There are currently several studies on gamification applied in Virtual Learning Environments, in order to stimulate students to do certain tasks and/or progress in content. However, many are inconclusive about how much gamification of an environment aids or hampers in that process. According to several researches, most frameworks for gamification already developed are structural (aggregat…
Autism is a neurodevelopmental disorder, classified in three different levels of severity (light, moderate and severe). People with autism have deficits like difficulty in communication and social interaction, as well as restricted and repetitive patterns of behavior. So it is possible to observe that various academics skills may be impaired for such behaviors. This proposal, focus on lit…
(Only some records are available in English at this moment)
Gamification can be defined as the use of game elements outside its main scope. This concept has achieved positive and negative results in the education domain drawing attention to new in-depth studies focusing on providing better results in terms of students' experience. One of the deeper student' experiences that are highly linked to the learning experience was proposed through the Flow…
Autism is a neurodevelopmental disorder defined by repetitive and restricted behaviors and deficits in communication and in social interaction, leading to deficits in other areas, such as literacy. However, studies that have used distinctly Technology, Gamification and Discrete Trial Training (DTT) have presented promising results in supporting the literacy development of children with au…
Gamification can be defined as the use of game elements outside its main scope. This concept has achieved positive results in education domain due to the fact that frequently it increases users' motivation and engagement. Nevertheless, to achieve these positive results, it is necessary to conduct a well-thought-out planning of gamification strategies that meets students' and teachers' lea…
(Only some records are available in English at this moment)
| 5 / 5 | Completed research grants |
| 7 / 7 | Completed scholarships in Brazil |
| 5 / 5 | Completed scholarships abroad |
| 17 / 17 | All research grants and scholarships |
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