Antonio José Melo Leite

Universidade Federal do Ceará

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José Nunes da Silva

Universidade Federal do Ceará

Francisco Serra Oliveira Alexandre

Instituto Federal de Educação, Ciência e Tecnologia do Ceará

André Jalles Monteiro

Universidade Federal do Ceará

Mary Anne Sousa Lima

Universidade Federal do Ceará

Jean‐Yves Winum

Université de Montpellier

Ulisses Silva de Sousa

Universidade Federal do Ceará

Creto Augusto Vidal

Universidade Federal do Ceará

David Macedo do Nascimento

Universidade Federal do Ceará

Dávila Zampieri

Universidade Federal do Ceará

Andrea Basso

University of Genoa

Cooperative Institutions

Universidade Federal do Ceará

Universidade de Fortaleza

United Food and Commercial Workers

Universidade Estadual do Ceará

Universidade de São Paulo

Centre National de la Recherche Scientifique

Universidade Federal do Acre

University of Lisbon

Universidade Federal do Rio Grande do Sul

Universidade Federal do Cariri

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A Virtual Game-Based Tournament to Engage Students in Reviewing Organic Acids and Bases Concepts

Journal of Chemical Education (2022)

José Nunes da Silva Dávila Zampieri Antonio José Melo Leite Francisco Serra Oliveira Alexandre Jean‐Yves Winum

A virtual Game-Based Tournament of Chemistry was developed as an alternative to the traditional problem-solving classes to aid students in reviewing and understanding organic acidity and basicity concepts. The tournament was based on a multilingual virtual board game (English, Portuguese, French, and Italian) which aimed to facilitate students' interaction and collaborative learning in an enjoyable activity. The findings showed that students who participated in the tournament had better outcomes in the exams compared to those who partook in traditional problem-solving classes.

Tournament

10.1021/acs.jchemed.1c01220

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KinChem: A Computational Resource for Teaching and Learning Chemical Kinetics

Journal of Chemical Education (2014)

José Nunes da Silva Mary Anne Sousa Lima Eduardo H. S. Sousa Francisco Serra Oliveira Alexandre Antonio José Melo Leite

This paper presents a piece of educational software covering a comprehensive number of topics of chemical kinetics, which is available free of charge in Portuguese and English. The software was developed to support chemistry educators and students in the teaching–learning process of chemical kinetics by using animations, calculations, and simulations. Furthermore, this software was thoroughly evaluated by several chemistry educators from many universities in Brazil and abroad; they agreed the software has comprehensive content, is easy to use, and should be employed along with textbooks.

Chemistry Education

10.1021/ed500433c

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Avaliação da atualidade das diretrizes de usabilidade propostas por Jakob Nielsen.

Shirley de Castro Antonio José Melo Leite Natal Anacleto Chicca

O artigo avalia a atualidade das diretrizes de usabilidade propostas por Jakob Nielsen no livro "Homepage Usabilidade: 50 Websites Desconstruídos". Por meio de um estudo de caso, analisou-se as páginas iniciais de três sites: YouTube, Facebook e Amazon. O objetivo foi verificar se as diretrizes de Nielsen ainda são relevantes e aplicadas. Os resultados revelaram que muitas das. diretrizes propostas são ainda relevantes e seguidas pelos sites avaliados. No entanto, também foram identificadas diretrizes que não são seguidas e algumas respostas divergentes. Conclui-se que as diretrizes de Nielsen continuam sendo uma referência importante no design de interfaces digitais, mas é necessário considerar as particularidades do contexto atual e adaptá-las conforme as necessidades dos usuários. Espera-se que esses resultados auxiliem os profissionais da área a desenvolverem interfaces mais intuitivas, eficientes e satisfatórias para os usuários, contribuindo para a melhoria da experiência de navegação na web. Palavras-Chave: usabilidade, página inicial, diretrizes, Nielsen e design de interfaces.

10.29327/5457226.1-105

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STUDENT’S ENGAGEMENT IN SCHOOL: CONTRIBUTIONS TO SUCCESS AND INCLUSION

ICERI proceedings (2018)

Antonio José Melo Leite Feliciano Henriques Veiga

Appears in: ICERI2018 Proceedings Publication year: 2018Pages: 268-278ISBN: 978-84-09-05948-5ISSN: 2340-1095doi: 10.21125/iceri.2018.1062Conference name: 11th annual International Conference of Education, Research and InnovationDates: 12-14 November, 2018Location: Seville, Spain

Student Engagement

10.21125/iceri.2018.1062

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INTERACTIONS: DESIGN, IMPLEMENTATION AND EVALUATION OF A COMPUTATIONAL TOOL FOR TEACHING INTERMOLECULAR FORCES IN HIGHER EDUCATION

Química Nova (2015)

Francisco Geraldo Barbosa Jair Mafezoli Mary Anne Sousa Lima Francisco Serra Oliveira Alexandre Diego Macedo de Almeida

Intermolecular forces are a useful concept that can explain the attraction between particulate matter as well as numerous phenomena in our lives such as viscosity, solubility, drug interactions, and dyeing of fibers.However, studies show that students have difficulty understanding this important concept, which has led us to develop a free educational software in English and Portuguese.The software can be used interactively by teachers and students, thus facilitating better understanding.Professors and students, both graduate and undergraduate, were questioned about the software quality and its intuitiveness of use, facility of navigation, and pedagogical application using a Likert scale.The results led to the conclusion that the developed computer application can be characterized as an auxiliary tool to assist teachers in their lectures and students in their learning process of intermolecular forces.

10.5935/0100-4042.20150147

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CR322: A Web-Based Board Game for Aiding Students in Reviewing Chemical Reactivity

Journal of Chemical Education (2023)

José Nunes da Silva Antonio José Melo Leite M. Alexandre Francisco Serra Oliveira Alexandre Lucas Lima da Silva

This report details the design of an online trilingual (English, French, and Portuguese) interactive virtual board game and its implementation at the Federal University of Ceará in Brazil. It was used as a fun alternative to assist chemistry and pharmacy undergraduate students in reviewing introductory concepts to organic reactions: enthalpy, entropy, Gibbs free energy, chemical equilibrium, chemical kinetics, nucleophiles, electrophiles, and reactive intermediates. Also, learners positively evaluated the game as an alternative method to conventional educational strategies for reviewing the content related to chemical reactivity.

Reactivity

10.1021/acs.jchemed.3c00758

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Applications of Expert Systems to Marine Engineering

Antonio José Melo Leite Hélio Mitio Morishita

Source

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Addition to “Reactions: An Innovative and Fun Hybrid Game to Engage the Students Reviewing Organic Reactions in the Classroom”: Using the Game Remotely during the COVID-19 Pandemic

Journal of Chemical Education (2021)

José Nunes da Silva Mary Anne Sousa Lima Ulisses Silva de Sousa David Macedo do Nascimento Antonio José Melo Leite

InfoMetricsFiguresRef. Journal of Chemical EducationVol 98/Issue 8Article This publication is free to access through this site. Learn More CiteCitationCitation and abstractCitation and referencesMore citation options ShareShare onFacebookX (Twitter)WeChatLinkedInRedditEmailJump toExpandCollapse ORIGINAL ARTICLE. This notice is a correction.Addition/CorrectionJuly 20, 2021Addition to "Reactions: An Innovative and Fun Hybrid Game to Engage the Students Reviewing Organic Reactions in the Classroom": Using the Game Remotely during the COVID-19 PandemicClick to copy article linkArticle link copied!José Nunes da Silva Júnior*José Nunes da Silva JúniorMore by José Nunes da Silva Júniorhttps://orcid.org/0000-0002-6631-4382Mary Anne Sousa LimaMary Anne Sousa LimaMore by Mary Anne Sousa LimaUlisses Silva de SousaUlisses Silva de SousaMore by Ulisses Silva de Sousahttps://orcid.org/0000-0002-5665-4383David Macedo do NascimentoDavid Macedo do NascimentoMore by David Macedo do Nascimentohttps://orcid.org/0000-0001-8425-1680Antonio José Melo Leite JuniorAntonio José Melo Leite JuniorMore by Antonio José Melo Leite Juniorhttps://orcid.org/0000-0002-5061-1489Kimberly Benedetti VegaKimberly Benedetti VegaMore by Kimberly Benedetti VegaBéatrice RoyBéatrice RoyMore by Béatrice RoyJean-Yves WinumJean-Yves WinumMore by Jean-Yves WinumOpen PDFJournal of Chemical EducationCite this: J. Chem. Educ. 2021, 98, 8, 2735–2737Click to copy citationCitation copied!https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00669https://doi.org/10.1021/acs.jchemed.1c00669Published July 20, 2021 Publication History Published online 20 July 2021Published in issue 10 August 2021correctionCopyright © 2021 American Chemical Society and Division of Chemical Education, Inc. This publication is available under these Terms of Use. Request reuse permissionsThis publication is licensed for personal use by The American Chemical Society. ACS PublicationsCopyright © 2021 American Chemical Society and Division of Chemical Education, Inc.Since 2018, the educational game described in this Journal in 2020, "Reactions: An Innovative and Fun Hybrid Game to Engage the Students Reviewing Organic Reactions in the Classroom", (1) has been used extensively in the classroom as a face-to-face activity at the Federal University of Ceará in Brazil and the University of Montpellier in France and cited by other researchers.However, from March 2020, the disruption of face-to-face classes caused by the Covid-19 pandemic prevented professors from using the game because all classes started to take place remotely. Therefore, we thought of an alternative way to use the game, which we present below.RECOMMENDED RULE CHANGESClick to copy section linkSection link copied!To overcome the impossibility of performing activities in person, we have made the changes described here, which we recommend others adopt to make this an activity in which students can interact in online groups.We have inserted the physical game board's image in the master slide of a Microsoft PowerPoint file (.pptx), available for download and remote use. (2)Students form groups composed of 2–6 players and choose one of the participants to be the group leader, responsible for the online game dynamics.Once the groups are formed and leaders are chosen, we send the presentation file to the leaders and meet with them online to introduce the game and to explain its rules and the role of the leaders during the game. We also send leaders a Microsoft Windows version (3) of the game, created to be used in desktops and notebooks, substituting the original app and facilitating the exhibition for all participants through the Internet.We tested this online version of the activity with undergraduate students from pharmacy courses at the Federal University of Ceará in Brazil. We used Google Meet to play the game remotely (Figure 1). A total of 7 groups, including 32 undergraduate students, played the game remotely for 120 min. The time spent in each round was 33 min on average, including discussions about the questions.Figure 1Figure 1. Example showing a group of students playing the Reactions game remotely (rather than face-to-face).High Resolution ImageDownload MS PowerPoint Slide Playing the Game RemotelyIn advance of using this activity, all players must download the answer cards (.pdf file) (4) to their smartphones, and the leader must download the app's Windows version (3) and the game board (.pptx file). (2)On game day, players follow these steps:1.The leader creates a video conference room to present the game board and the Reactions game app from his or her computer screen to the group (Figure 1).2.To begin the game, the leader must set the game board (Figure 1a), the Windows application (Figure 1b), and the video conference room on only one screen. Next, he or she must also place the players' pieces on the board in the starting positions and start the application in the Windows operating system.3.The leader clicks on the "Play" button and selects the number (2–6) of players, and clicks on the "Next" button.4.The leader chooses one up to six topics, which will define the content of the questions during the game, and clicks on the "Start" button.5.The leader clicks on the back of the card, revealing a statement. After analyzing the statement, all players must show one of two possible physical answer cards by bringing their smartphones showing an answer card close to their webcams (Figure 1c).6.The leader checks the correct answer by clicking on the "Answer" button and revealing who answered the questions correctly.7.The leader clicks on the "dice". The app reveals the players' order of actions and the number of squares that each player will move their piece. This information is related to the colors of the dices. For example, if the number two on the red die and the number 1 on the yellow die, the leader must first advance the yellow piece one space on the track and advance the red piece two spaces later. In other words, the leader must move the pieces by following the increasing order of the numbers on the dice, regardless of their colors.8.It is important to highlight that if the leader moves a piece and it stops on one of the vertices of the track (power gems), the leader must click on the correspondent gem on the right of the game screen to reveal an action, which must be done before moving the next piece.9.The game follows this pattern and finishes when a player completes the circuit, reaches the center of the board first, and becomes the winner.STUDENTs' OPINIONSClick to copy section linkSection link copied! Evaluation of the GameWe asked students who have now played the game remotely online in 2021 to respond to a survey composed of 13 statements (S1–S13, Figure 2) whose first ten statements are the same as those present in Figure 3 of the original paper. (1) The responses used a Likert-type scale (5) to address areas of interest about the game: design, content, playability, and usefulness. In the current work, there are also three new specific statements (S11–S13, Figure 2) to elicit the students' opinions about the didactic strategy used in the online activity. Figure 2 shows the responses of the thirty-two students who played the game remotely.Figure 2Figure 2. Distribution of student responses to survey statements after playing the Reactions game either remotely (N = 32). The percentages represent students' responses on a five-point Likert-type scale that ranges from "disagree totally" to "agree totally".High Resolution ImageDownload MS PowerPoint SlideFigure 3Figure 3. (a) SUS score each question obtained and (b) questions. Distribution of student responses to survey statements after playing the Reactions game either remotely (N = 32). The scores represent students' responses on a five-point Likert-type scale that ranges from "disagree totally" (value 1) to "agree totally" (value 5).High Resolution ImageDownload MS PowerPoint SlideBased on the results, we can affirm with reasonable confidence that the responses on the first ten statements presented (S1–S10, Figure 2) received a level of agreement as high as that observed from students who played the game in the original work. (1) Regarding the didactic strategy (statements S11–S13, Figure 2), 71.9% of students agreed that playing remotely the Reactions does not decrease students' interaction (S11, Figure 2), and 68.8% agreed that playing remotely the game does not detract from the game's fun (S12, Figure 2). Finally, 100% of the students agreed with playing the game remotely by using video conference.According to these results, adapting the Reactions game to remote play is an excellent alternative to traditional exercise-solving classes in Covid-19 pandemic times. We believe the game promotes student learning through interactions among them even when they are physically distant, as evidenced by students' comments, including these representative comments (translated into English by the authors):"The game promotes greater interaction between students, is an innovative and much more fun way to exercise the content presented in a virtual classroom, and it has adapted very well to the remote format we are experiencing.""The game provides interactions between colleagues and complements the learning of organic reactions among students, being a good source of review to complement the regular classes of the course." UsabilityAdditionally, in parallel to the remote activity, we also evaluated the game's usability. Usability is an attribute assessing how easy a user interface is to use, allowing users to achieve goals effectively, efficiently, and with satisfaction, considering their context of use. (6,7) So, as players are a particular kind of user, we adopted the SUS (System Usability Scale) (8) to evaluate the game usability. The SUS consists of a ten-item questionnaire (Figure 3b) with five response options, from "strongly disagree" to "strongly agree". To calculate the SUS score, one turns the participant's response for each question to a number, from 1 to "strongly disagree" to 5 to "strongly agree". So, the obtained values are added together and multiplied by 2.5, converting the original scores of 0–40 to 0–100. (9)Historical research indicates the average SUS score can be associated with seven specific adjectives: worst imaginable (12.5), awful (20.3), poor (35.7), ok (50.9), good (71.4), excellent (85.5), and best imaginable (90.9). (10)Figure 3 shows the SUS score obtained for each question. The SUS score obtained during the remote use of Reactions was 80.8, and its standard deviation was 12.9. So, the game's usability is between "good" and "excellent".Author InformationClick to copy section linkSection link copied!Corresponding AuthorJosé Nunes da Silva Júnior; https://orcid.org/0000-0002-6631-4382; Email: AuthorsMary Anne Sousa LimaUlisses Silva de Sousa; https://orcid.org/0000-0002-5665-4383David Macedo do Nascimento; https://orcid.org/0000-0001-8425-1680Antonio José Melo Leite Junior; https://orcid.org/0000-0002-5061-1489Kimberly Benedetti VegaBéatrice RoyJean-Yves WinumReferencesClick to copy section linkSection link copied! This article references 10 other publications. 1Silva Júnior, J. N.; Lima, M. A. S.; Sousa, U. S.; Nascimento, D. M.; Leite Junior, A. J. M.; Vega, K. B.; Roy, B.; Winum, J.-Y. Reactions: An Innovative and Fun Hybrid Game to Engage the Students Reviewing Organic Reactions in the Classroom. J. Chem. Educ. 2020, 97 (3), 749– 753, DOI: 10.1021/acs.jchemed.9b01020 Google ScholarThere is no corresponding record for this reference.2Reactions game board PowerPoint template file for download. http://www.ldse.ufc.br/board_reactions.pptx (accessed 2021-07-05).Google ScholarThere is no corresponding record for this reference.3Files for the Windows version of the Reactions game. http://www.ldse.ufc.br/reactions_windows.zip (accessed 2021-07-05).Google ScholarThere is no corresponding record for this reference.4Reactions game answer cards. http://www.ldse.ufc.br/reactions_answer_cards.pdf (accessed 2021-07-05).Google ScholarThere is no corresponding record for this reference.5Likert, R. A. Technique for the Measurement of Attitudes. Arch. Psychol. 1932, 22 (140), 5– 55Google ScholarThere is no corresponding record for this reference.6ISO. 9241-11 (2018) Ergonomics of Human-system Interaction part 11: Usability: Definitions and Concepts. 2018. https://www.iso.org/obp/ui/#iso:std:iso:9241:-11:ed-2:v1:en (accessed 2021-07-05).Google ScholarThere is no corresponding record for this reference.7Nielsen, J. Usability Engineering; Morgan Kaufmann, 1994.Google ScholarThere is no corresponding record for this reference.8Brooke, J. SUS.: A Quick and Dirty' Usability. In Usability Evaluation in Industry; Jordan, P. W., Thomas, B., McClelland, I. L., Weerdmeester, B., Eds.; Routledge, 1996; p 189.Google ScholarThere is no corresponding record for this reference.9Brooke, J. SUS A Retrospective. J. Usability Stud. 2013, 8 (2), 29– 40Google ScholarThere is no corresponding record for this reference.10Bangor, A.; Kortum, P.; Miller, J. Determining What Individual SUS Scores Mean: Adding an Adjective Rating Scale. J. Usability. Stud. 2009, 4 (3), 114– 123Google ScholarThere is no corresponding record for this reference.Cited By Click to copy section linkSection link copied! This article is cited by 1 publications.Béatrice Roy, Stéphan Gasca, Jean-Yves Winum. Chem'Sc@pe: an Organic Chemistry Learning Digital Escape Game. Journal of Chemical Education 2023, 100 (3) , 1382-1391. https://doi.org/10.1021/acs.jchemed.2c01105Download PDFFiguresReferences Get e-AlertsGet e-AlertsJournal of Chemical EducationCite this: J. Chem. Educ. 2021, 98, 8, 2735–2737Click to copy citationCitation copied!https://doi.org/10.1021/acs.jchemed.1c00669Published July 20, 2021 Publication History Published online 20 July 2021Published in issue 10 August 2021Copyright © 2021 American Chemical Society and Division of Chemical Education, Inc. This publication is available under these Terms of Use. Request reuse permissionsArticle Views1133Altmetric-Citations1Learn about these metrics closeArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated.Recommended Articles FiguresReferencesFigure 1Figure 1. Example showing a group of students playing the Reactions game remotely (rather than face-to-face).High Resolution ImageDownload MS PowerPoint SlideFigure 2Figure 2. Distribution of student responses to survey statements after playing the Reactions game either remotely (N = 32). The percentages represent students' responses on a five-point Likert-type scale that ranges from "disagree totally" to "agree totally".High Resolution ImageDownload MS PowerPoint SlideFigure 3Figure 3. (a) SUS score each question obtained and (b) questions. Distribution of student responses to survey statements after playing the Reactions game either remotely (N = 32). The scores represent students' responses on a five-point Likert-type scale that ranges from "disagree totally" (value 1) to "agree totally" (value 5).High Resolution ImageDownload MS PowerPoint SlideReferences This article references 10 other publications. 1Silva Júnior, J. N.; Lima, M. A. S.; Sousa, U. S.; Nascimento, D. M.; Leite Junior, A. J. M.; Vega, K. B.; Roy, B.; Winum, J.-Y. Reactions: An Innovative and Fun Hybrid Game to Engage the Students Reviewing Organic Reactions in the Classroom. J. Chem. Educ. 2020, 97 (3), 749– 753, DOI: 10.1021/acs.jchemed.9b01020 There is no corresponding record for this reference.2Reactions game board PowerPoint template file for download. http://www.ldse.ufc.br/board_reactions.pptx (accessed 2021-07-05).There is no corresponding record for this reference.3Files for the Windows version of the Reactions game. http://www.ldse.ufc.br/reactions_windows.zip (accessed 2021-07-05).There is no corresponding record for this reference.4Reactions game answer cards. http://www.ldse.ufc.br/reactions_answer_cards.pdf (accessed 2021-07-05).There is no corresponding record for this reference.5Likert, R. A. Technique for the Measurement of Attitudes. Arch. Psychol. 1932, 22 (140), 5– 55There is no corresponding record for this reference.6ISO. 9241-11 (2018) Ergonomics of Human-system Interaction part 11: Usability: Definitions and Concepts. 2018. https://www.iso.org/obp/ui/#iso:std:iso:9241:-11:ed-2:v1:en (accessed 2021-07-05).There is no corresponding record for this reference.7Nielsen, J. Usability Engineering; Morgan Kaufmann, 1994.There is no corresponding record for this reference.8Brooke, J. SUS.: A Quick and Dirty' Usability. In Usability Evaluation in Industry; Jordan, P. W., Thomas, B., McClelland, I. L., Weerdmeester, B., Eds.; Routledge, 1996; p 189.There is no corresponding record for this reference.9Brooke, J. SUS A Retrospective. J. Usability Stud. 2013, 8 (2), 29– 40There is no corresponding record for this reference.10Bangor, A.; Kortum, P.; Miller, J. Determining What Individual SUS Scores Mean: Adding an Adjective Rating Scale. J. Usability. Stud. 2009, 4 (3), 114– 123There is no corresponding record for this reference.

Pandemic

2019-20 coronavirus outbreak

10.1021/acs.jchemed.1c00669

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Gamification of an Entire Introductory Organic Chemistry Course: A Strategy to Enhance the Students’ Engagement

Journal of Chemical Education (2022)

José Nunes da Silva Guilherme de Lima Castro Antonio José Melo Leite André Jalles Monteiro Francisco Serra Oliveira Alexandre

We designed the current gamification strategy for an undergraduate introductory organic chemistry course to enhance the student engagement. We implemented it in two classes from the Pharmacy and Chemistry courses using several gaming elements: attendance, punctuality, game-based applications, board games, knowledge tournament, video classes, and group tasks to increase student motivation and achievement. All of the gaming elements guaranteed points to students in a leaderboard. At the end of the semester, a reward system compensated students with additional scores to their final average, badges, and gifts. Finally, the students evaluated the gamification, and the results obtained were quite positive.

Punctuality

Attendance

Student Engagement

Course (navigation)

Tournament

10.1021/acs.jchemed.1c00766

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Citations (23)

RealShooting: Expanding the experience of point-and-click target shooting games

Emerson B. Pinheiro Creto Augusto Vidal Joaquim Bento Cavalcante Neto Antonio José Melo Leite George Allan Menezes Gomes

Shooting games underwent several transformations throughout their long history. However, the use of light guns in shooting games has not experienced significant development in the last decade. This article proposes a laser capture solution to achieve a new interaction with regular point and click shooting games. For that, we developed an intermediate solution that can adapt gameplay with no need to modify the original games. We used four different games to evaluate the proposed solution: two titles explicitly developed to test the model, and two commercially published third-party games. We tried different weapons (toys, airsoft, 3D printed etc.), and sowed that the obtained results were very satisfactory. No loss of performance was observed in the games - all the tested games ran stably at 60 FPS. Moreover, the players did not notice any lag between the gun shot and the corresponding mouse click performed by the system.

10.1109/sbgames54170.2021.00026

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