Carla Sousa

Carla Sousa
Universidade Lusófona de Humanidades e Tecnologias | ULHT · CICANT - Centro de Investigação em Comunicação Aplicada, Cultura e Novas Tecnologias

PhD

About

46
Publications
18,711
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109
Citations
Education
September 2017 - June 2021
Universidade Lusófona de Humanidades e Tecnologias
Field of study
  • Communication Sciencies
September 2015 - September 2016
Universidade Lusófona de Humanidades e Tecnologias
Field of study
  • Applied Neuropsychology
September 2013 - July 2015
Universidade Lusófona de Humanidades e Tecnologias
Field of study
  • Clinical and Health Psychology

Publications

Publications (46)
Article
Full-text available
Although the potential of games to foster learning, representation, empowerment, well-being, and social inclusion is already documented, some groups seem to remain underrepresented. In the field of disability, this potential is still immersed in a set of barriers and hindrances, arising from the lack of accessibility of this medium and the lack of...
Preprint
Full-text available
Nowadays, the potential of games to promote well-being and social inclusion is already widely documented by research. Yet, how this potential can reach out to underrepresented communities, namely those with very specific accessibility needs, ensuring their participation is still somewhat unexplored. The present article discusses accessibility, part...
Article
Full-text available
The potential of games in empowering underrepresented groups is a central theme in the field of media studies. However, to ensure that everyone can benefit from them, it is necessary to ensure that they are inclusive and accessible. In the present work, we have implemented a Participatory Action Research (PAR) approach to target this problem, right...
Article
Full-text available
In general, deaf education is a relatively neglected field, which needs attention, if societies want to ensure that schools are inclusive spaces, where learning is accessible. The present paper supports the development of a game-based tangible resource for deaf preschoolers, through co-creation and participatory action research, operationalized by...
Article
Full-text available
Sousa, C. (2021). The Inclusion of People with Intellectual Disability in Media and Communication Research: Insights and Contributions from Haraway. Media Ethics: The Magazine Serving Mass Communication Ethics, 33(1). https://www.mediaethicsmagazine.com/index.php/browse-back-issues/217-spring-2021-vol-32-no-3/3999355-the-inclusion-of-people-with-...
Technical Report
Full-text available
The present white paper provides an overview of the current discussion of game-based learning (GBL) in higher education. It begins with a brief introduction to GBL, and provides a definition for games that is representative of their use in education. A systematic literature review of GBL is then given, which highlights specific areas where further...
Technical Report
Full-text available
In a highly digitized society, digital technologies are frequently discussed as the main catalyst for educational change (Sancho, 2010). If this premise is not new, it gained increasing relevance during the pandemic context. Here, institutions were drastically confronted with the existence of several different ways to access knowledge, that trigger...
Conference Paper
Full-text available
In recent research, games have become an important reference with regards to learning skills with certain characteristics, as well as in promoting contemporary literacies. Games have similarly become highly relevant in the promotion of psychological well-being and mental health. Even considering this role in promoting learning in general, soft skil...
Conference Paper
Full-text available
Currently, the potential of games as an intervention tool in a broad range of areas has been increasingly explored by researchers. Notwithstanding, and when considering individuals with Intellectual Disability (ID), the need for more data emerges, as well as the need to systematize and summarize such data, allowing evidence-based decisions to all t...
Conference Paper
Full-text available
O projeto “ID Games Co-Create assistive games for people with Intellectual Disability to enhance their inclusion” (2019-1-EL01-KA204 062517)[https://www.idgames.eu/], financiado pela Comissão Europeia ao abrigo do programa Erasmus+, tem como principal objetivo o estabelecimento de uma parceria internacional estratégica baseada na crença de que cada...
Chapter
Full-text available
Currently, school dropout rates and the subsequent social integration of those youth are prominent issues within the Portuguese educational system framing the development of an alternative curriculum in public schools. In the present study, the development of Media and Information Literacy (MIL) skills is proposed as an intervention to empower yout...
Conference Paper
Full-text available
ID Games is a project aiming to create games for people with Intellectual Disability (ID), through the development of a collaborative and participatory methodology. In this scope, it also intends to capacitate the main stakeholders in the field of ID field (people with ID, educators, carers, professionals, game designers, among others) in the imple...
Article
Full-text available
As with other populations, the usage of games by people with Intellectual Disability (ID) has been increasingly approached by research. Notwithstanding, the role of games in the lives of people with disabilities tends to be studied through a categorical picture that emphasizes its therapeutic characteristics and neglects games as recreation and as...
Conference Paper
Full-text available
Todos têm o direito a serem valorizados por aquilo que são, a ter oportunidades iguais para desenvolver suas competências e a viver uma vida gratificante. O projeto ID Games está estruturado nessa crença e visa criar oportunidades para pessoas com deficiência intelectual (DI), para os seus cuidadores, profissionais e restantes stakeholders neste ca...
Article
Full-text available
Within the scope of GamiLearning (2015-2018), an action-research project with the aim of promoting the critical and participative dimensions of Media and Information Literacy (MIL) through collaborative experiences involving digital games, a workshop was conducted with Basic Education teachers in Portugal. The main goal of the workshop was to devel...
Conference Paper
Full-text available
Resumo O presente estudo dá conta dos níveis de literacia mediática e informacional de estudantes dos 2º e 3º ciclos do ensino básico em Portugal, através da aplicação da Escala de Literacia Mediática e Informacional (ELMI) (Costa, Tyner, Rosa, Sousa & Henriques, 2018). Participaram no estudo 1151 estudantes dos 2º e 3º ciclos do ensino básico, com...
Chapter
Full-text available
The findings of GamiLearning (2015-2018) research project aimed to promote critical and participative dimensions of Media and Information Literacy (MIL) in youth through the creation of digital games will be presented. Students aged 9 to of14 years old from Portugal and Austin, Texas (USA), participated in the study that included an intervention at...
Poster
Full-text available
The shortage of pedagogical resources to support the teaching of deaf children is a reality in the context of teaching in Portuguese Sign Language (Língua Gestual Portuguesa - LGP). This problem is mainly due to the lack of technical resources in schools and the lack of dissemination of the existing resources, which decisively influences their tech...
Preprint
Full-text available
Games have been applied in many educational contexts. Their potential in the learning process has been extensively documented, being able to be integrated into the educational process in several ways. For instance, game-based learning approaches reveal a significant and positive influence in several areas of cognition, resulting in improved perform...
Conference Paper
Full-text available
Games have been applied in many educational contexts. Their potential in the learning process has been extensively documented, being able to be integrated into the educational process in several ways. For instance, game-based learning approaches reveal a significant and positive influence in several areas of cognition, resulting in improved perform...
Preprint
Full-text available
Research on deaf and hearing children's academic achievement demonstrates that deaf children whose level of hearing loss is greater than moderate show a delay in mathematics achievement comparing with hearing students [1]. Studies from cognitive science and educational research have been focused on language (e.g. phonological abilities) to find ans...
Preprint
Full-text available
Research on deaf and hearing children's academic achievement demonstrates that deaf children whose level of hearing loss is greater than moderate show a delay in mathematics achievement comparing with hearing students [1]. Studies from cognitive science and educational research have been focused on language (e.g. phonological abilities) to find ans...
Poster
Full-text available
Communication and sharing of meanings in a highly mediated world require multiple literacies. Regardless of definitions and approaches, these literacies have been open up critical debates about what media skills citizens should have, as well as when they should be acquired. In the present study we report on the process of developing and validating...
Chapter
Full-text available
The present study aims to explore the results of an educational practice that implemented ICT as a promoter of School Readiness (SR) in preschoolers from an economically disadvantaged area. It intends to: a) Document the effectiveness of the practice in terms of concrete and measurable SR outcomes; b) Characterize the possible drivers and barriers...
Conference Paper
Full-text available
Research on deaf and hearing children’s academic achievement demonstrates that deaf children whose level of hearing loss is greater than moderate show a delay in mathematics achievement comparing with hearing students (e.g. Gottardis, Nunes, & Lunt, 2011). Studies from cognitive science and educational research have been focused on language (e.g. p...
Poster
Full-text available
Investigações têm reportado défices neuropsicológicos associados ao abuso de substâncias, nomeadamente, na memória, funções executivas, atenção complexa e metacognição. No entanto, a associação entre metacognição e a sintomatologia mantém-se pouco clara. A presente investigação pretende caracterizar de forma breve o perfil neuropsicológico e estuda...
Article
Full-text available
A comunicação e a partilha de significados num mundo altamente mediatizado requer múltiplas literacias. Independentemente das definições e abordagens, estas literacias têm vindo a abrir debates críticos sobre quais as competências que os cidadãos devem ter e desde quando elas devem ser adquiridas. No presente estudo damos conta do processo de desen...
Conference Paper
Full-text available
This paper aims to discuss the challenges of implementing a game-creation learning strategy to approach Media and Information Literacy (MIL), by reflecting on how different affordances and constraints, such as classroom's design, setting and the adopted pedagogical strategies impact the learning process. We also contribute to a critical stance on g...
Article
Full-text available
The potential of videogames in learning has been increasingly studied, documented and sustained. The present study aims to summarize quantitative results from digital Game-Based Learning (GBL) strategies, through a Systematic Review of Literature with Meta-analysis study, framing conclusions about the effectiveness of the use of videogames as a lea...
Conference Paper
Full-text available
The pedagogical resources in Portuguese Sign Language (LGP) for the deaf teaching support are very limited, and largely dependent on teacher's dynamics and improvisation skills. A work with several obstacles to technical and pedagogical quality, such as the technical conditions that the school provides for this work, or the fact that these contents...
Article
Full-text available
This article presents the preliminary findings of GamiLearning (2015-2018), a research project that aims to promote critical and participative dimensions of Media and Information Literacy (MIL) in children through the creation of digital games. The project presents an innovative approach by arguing that MIL can be promoted through the process of cr...
Data
No âmbito do Projeto GamiLearning, foi desenvolvida uma Escala de Literacia Mediática e Informacional para os 2º e 3º Ciclos, já validada a nível nacional, com o apoio da Rede de Bibliotecas Escolares. Este instrumento permite avaliar a auto-perceção das competências de Literacia Mediática e Informacional em três dimensões distintas (criação de med...
Technical Report
Full-text available
This Study aims to identify design guidelines for complex Web Forms. A Systematic Review of the Literature (SRL) process was conducted with a schematic scientific database search on the field of Human Computer Interaction (HCI), including IEEE, Ebsco and ACM, by using a specific advanced search formula and only peer reviewed papers. In the Identifi...
Conference Paper
Full-text available
The developments during the last three decades within the fields of both media and education studies have encountered controversy, yet "point toward a common ground of shared interests around people, practices, and processes in using digital media in different contexts and for different purposes" [10]. This proposal present and discusses the prelim...
Conference Paper
Full-text available
Video games can play a significant role in the learning process, being their cognitive potential extensively documented. Nevertheless, their integration in formal educational depends not only on the audiences/learners' acceptance but on the main stakeholders' attitudes towards the pedagogical value of games. The present study adopts a quantitative...
Article
Full-text available
The United Nations (UN) Convention (1989) on the Rights of the Child changed the way children are viewed and treated worldwide. The Convention has been affecting governments, civil society and the private sector. ICT driven companies on the internet should not be an exception. According to Livingstone, Carr and Byrne (2015), Internet governance bod...
Conference Paper
Full-text available
The main goal of this study is to better understand and explore what are the most significant factors, drivers, motivations and barriers to game based-learning activities and, more particularly, the use of digital games for education purposes. In the context of a research project based on the value of digital games for learning and promotion of med...
Article
Full-text available
One of the main tensions in both media studies and education studies can be found in the discourse on the impact of digital media on audiences and learners as connected to a dichotomy of risks and affordances. Contemporary forms of media literacy build on multiple forms of literacy to support critical analysis and critical production in a variety o...
Poster
Full-text available
Apesar das alterações cognitivas não fazerem parte dos critérios tradicionais de diagnóstico da esquizofrenia, é comumente aceite que indivíduos com esta doença apresentam défices na cognição social e em diversos domínios neurocognitivos. Défices na teoria da mente, na memória, atenção e funções executivas são reportados num largo corpo de investig...
Conference Paper
The meta-analysis is a statistical procedure applied to a systematic review of the literature on a particular theme, combining data from several investigations. Its relevance to clinical practice and research is high, taking into account the need to assess, objectively, the effectiveness of several interventions. This study stems from the need to s...
Article
Full-text available
The meta-analysis is a statistical procedure applied to a systematic review of the literature on a particular theme, combining data from several investigations. Its relevance to clinical practice and research is high, taking into account the need to assess, objectively, the effectiveness of several interventions. This study stems from the need to s...
Thesis
Full-text available
Homophobia is the attitude or negative disposition towards gay people and it sets a current social problem, with disastrous consequences for the daily lives of individuals with minority sexual orientations. This study aims to determine the influence of factors like sex, age, locus of control, authoritarianism, adherence to traditional standard doub...
Poster
Full-text available
GAMILearning Project - Games for Media and Information Literacy Learning: Objectives, Research Design and recent Outcomes
Poster
Full-text available
Casa de Saúde da Idanha integrates, in its assistance responses to people with mental disease, community based psychosocial rehabilitation programmes, namely Laço Verde programme, with housing support, consisting in 4 apartments. In the social rehabilitation and integration process, recovery arises as a complex and subjective phenomenon. This study...

Questions

Questions (8)
Question
Reporting data from NVIVO content analysis procedures on research papers has been an issue for me. So I was wondering ... are there any good examples or practices on how to do it?
Thank you so much
Question
I am developing a quasi experimental study in the field of game-based learning and initially I intended to use different subjects for both control and experimental. But, due to covid-19 restrictions, I will only have access to my experimental group sample. In the past (some months before starting the experimental intervention), I developed an exploratory approach with the same group that I didn’t publish yet.
Summing up, my question is: what is the scientific validity of using the same subjects, in different points in time as both control and experimental group? What issues can be anticipated?
Thank you so much!
Question
I am looking for serious games for individuals with profound intellectual disabilities. All of the video games I found so far require reading or counting abilities, which is not feasible with my sample.
Can somebody help me with that?
Question
Hello everyone,
I am psychologist working in the field of disability.
Since the lack of resources and staff doesn't allow me to apply measures such as Vineland or ABAS, I would like to know if there are any measures of adaptive behavior with shorter forms (around 50 items)?
I fully understand if they are not as richer in terms of information.
Thank you in advance.
Question
Is there any validated measurements of game experience (can be focused on flow, presence, engagement, etc..) for children or young people?
Even if there are no validated measures, are there any questionnaire?
Thank you
Question
I need to evaluate a considerable sample of preschool and first grade children for an experimental study, but I don't have the time for extense individualized assessments. 
Does anyone have cognitive screening tests for young children?
What do you suggest?
Question
Does anyone have the latest guidelines from the European Commission for research with children/young people? Or some other interesting documents/papers/links in this field?
Question
If I wanted to analyze gender representations in characters of a video game, which would be, in your opinion, the most relevant theoretical frameworks to take into account?
Thank you!

Network

Cited By

Projects

Projects (9)
Project
[PhD Project] Because of their unique characteristics, games have been increasingly studied as relevant to learning, representation, empowerment, well-being, and, ultimately, social inclusion. However, in the field of disability, these advantages are still immersed in a set of barriers and hindrances, arising from the lack of accessibility of this medium and the lack of representation of voices in research and development processes, which seems to be exponentiated in the field of Intellectual Disability (ID). The present scientific articles’ collection proposes a broad conceptual and empirical approach to tackle these issues, with the main goal of exploring the role of digital games in the empowerment and well-being of people with ID. In our empirical approach, we have implemented a Participatory Action Research (PAR) approach to target this gap, involving both adults with ID (N = 14) and higher education students (N = 17), through three main aims: (a) explore the effectiveness of this approach in the empowerment and well-being of adults with ID living in an institutional setting; (b) explore the feasibility of promoting accessibility in games through participatory approaches; and (c) explore the pedagogical value of this activity in the professional development of future game designers and developers. To this extent, the adopted methodology included an ethnographic approach to the collaborative game creation process, involving both samples, was conducted, aligned with pre and post-process assessments. One focus group about interests and media habits, nine co-creation sessions with feedback from the target audience, three playtesting rounds, and 162 gaming sessions with adults with ID were conducted between March 2020 and February 2021. This process resulted in 10 accessible games for people with ID, created considering their interests, needs, cognitive and motor characteristics, as well as in a different tangible interface (controller) for each game, adapted to their motor impairments. The obtained results emphasize the effectiveness of the presented approach in promoting empowerment and well-being in adults with ID, with statistically significantly higher levels (p < .05) illustrated on the post-assessments and corroborated by the participant observation data. On the other side, students showed increased knowledge of implementing accessibility features in games, aligned with statistically significant lower levels (p < .05) of prejudice-driven attitudes towards people with ID. By analyzing the developed games, it is possible to mention that empowerment seemed to be promoted through the development of games that, through a participatory creative process, represented the narratives and experiences of people with ID. Although this work is a case study with a limited sample and developed in a specific context, it is possible to highlight its potential contributions to greater inclusion of people with ID in both game industry and game studies, as a matter of rights and feasible strategy to tackle accessibility and representation issues. Furthermore, it can frame a broader discussion about how games represent the voices of underrepresented groups, and how these strategies might be included in the training of future game designers and game developers.
Project
ASDigital – Distance learning training for secondary education teachers: using visual thinking as a method to teach digital skills to students with ASD. The recent COVID-19 pandemic has resulted in schools closing all across the globe, leaving over 1.2 billion children in 186 countries out of the classroom. As a result, education has seen a dramatic change, with the rise of e-learning, and teaching taking place remotely and on digital platforms. Meaning that teachers have dramatically changed their learning and working materials to digitised options. Many teachers who have never had such experience before, and who have not received sufficient training on how to deal with such a crisis in pre-service and in-service training processes, were caught unprepared for this process. Additionally, recent research suggests that online learning has been shown to increase retention of information, (Zeglen & Rosendale, 2018) and take less time, meaning the changes caused by the pandemic might be here to stay. However, with this sudden shift away from the classroom in many parts of the globe, it became clear that there is a lack of proper teacher training in online learning as only 20% of the countries in Europe provide training on distance education to teachers. In fact, the partnership during the preparation of this proposal conducted a needs analysis of teachers and one of the biggest concerns appeared to be the sudden shift to online training and their lack of training and experience in that matter. This also aligns with the increasing need for the acquisition of digital skills for high-school students, as they are an important part of life not only for their university life but also for employment later on. More and more workplaces worldwide, require digital skills. In most developed countries, digital skills have become almost necessary for employment. Around 90% of jobs in the EU require at least some level of digital skills, rising to 98% for managerial positions (European Commission, 2017). However, despite the growing evidence of the need to include digital skills in education as a core competency, very few countries include digital skills in school curricula (European Commission, 2017). Moreover, despite the importance of digital skills nowadays, 80 million Europeans are digitally excluded. Digital exclusion, according to European Commission, is part of the overall challenge of exclusion, a widespread and growing phenomenon that takes its toll in life paths like poor lifelong earnings and an increased risk of marginalization. There are many people currently excluded for reasons of low income and education, location, culture, or various disabilities, such as autism. Autism Spectrum Disorder (ASD) is a disorder that affects every individual to a different degree. It is a lifelong complex developmental disorder, characterized by impairments in social communication, social interaction, and social imagination (Wing & Gould, 1979). Representing an estimated 7 million people, ASD is labelled as the fastest-growing disorder with an annual growth rate of 10-17%, according to the Autism Society. Therefore, in an attempt to minimise the digital exclusion of students with autism while at the same time, contribute to the professional development of secondary-school teachers, so that they are well-equipped to cope with the sudden shift in education due to the COVID breakout, we propose a project with the following objectives: Develop an e-course with educational materials, a serious game, and visual thinking video tutorials (specially designed for students with ASD) to train them on the basic digital skills they are going to need when they graduate from school; To deliver a training course to directly train secondary-school teachers on online learning, a skill necessary for their professional development.
Project
Call for proposals MelCi Lab Autumn School | “Science bootcamp to improve research hands-on skills” | For more details https://cicant.ulusofona.pt/agenda-news/news-events/396-melci-lab-autumn-school