Lilia Marcelino

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

PhD in Education

About

15
Publications
8,325
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Citations
Introduction
I am a psychologist with a PhD in Education. My research interests are focused on Numerical Cognition and Mathematics Learning Difficulties, and recently Game-based Learning. Currently, I am a Researcher at CICANT–UHLT at Lisbon, Portugal, on the project GBL4deaf – Game-Based Learning For Deaf Students (LISBOA-01-0145-FEDER-032022) that aims to analyse the impact of an educational video game as a tool to support mathematics learning on deaf and hearing students.
Additional affiliations
February 2019 - August 2021
Universidade Lusófona de Humanidades e Tecnologias
Position
  • Researcher
January 2016 - December 2018
Universidade Lusófona de Humanidades e Tecnologias
Position
  • Researcher

Publications

Publications (15)
Conference Paper
Full-text available
In this paper, a usability playtest to a pre-Alpha version of a video game namely "OtherWordly Math" is presented focused on Game-based Learning (GBL), Inclusive Design for deaf students and Games User Research. The present study aims to evaluate usability, understanding information and players' experience to improve gameplay. The sample is compose...
Conference Paper
Full-text available
The involvement of players with special needs in the early design and development stages bring about complex issues and challenges in games user research (GUR). In the context of the research project GBL4deaf-Game-Based Learning for Deaf Students [PTDC/COM-CSS/32022/2017], a research-based educational game is being designed and developed as a tool...
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...
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...
Presentation
Full-text available
Developing math proficiency is a central educational goal. Not only is linked to graduation and higher education, but also with employment (Bynner & Parsons, 1997; Parsons & Bynner, 2005). For the last decades, cognition researchers from educational neuroscience and developmental psychology scientific areas have been concerned to identify the found...
Poster
Full-text available
According with the Portuguese National Council of Education, identification and intervention at the earliest signs of learning difficulties are the strategies that have the greatest consensus in combating school failure. For this, it is necessary to develop valid identification measures, and effective early interventions. This study aims to analyse...
Article
Full-text available
Early numerical competencies (ENC) (counting, number relations, and basic arithmetic operations) have a central position in the initial learning of mathematics, and their assessment is useful for predicting later mathematics achievement. Using a regression model, this study aims to analyze the correlational and predictive evidence between ENC and m...
Article
Full-text available
A intervenção específica aos primeiros sinais de dificuldades de aprendizagem tem sido destacada como uma das principais medidas no combate ao insucesso escolar (Conselho Nacional de Educação, 2015). Este estudo tem como objetivo testar se o Método Sentido de Número – Imagens Numéricas (MSN), aplicado em contexto de sala de aula, melhora o desempen...
Article
Full-text available
According to Jordan et al. (2006), most researchers agree that number sense in young children can be defined as the ability to subtilize small quantities, to discern number patterns, to compare numerical magnitudes and estimate quantities, to count, and to perform simple number transformations. Number sense, as assessed by NSB - Number Sense Brief...

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Projects

Projects (4)
Project
O grupo de trabalho Comunicação e Educação da SOPCOM concentra-se em todas as áreas de investigação que se encontram na confluência da Comunicação e da Educação. Em particular, reúne investigadores que têm como principais áreas de interesse (mas não se limitando a elas): media, literacias e cidadania, e uso de abordagens comunicativas inovadoras para o ensino e a aprendizagem bem-sucedidos. Para além disso, pretende reforçar os laços da investigação “Media e Educação” em Portugal com os desafios societais da União Europeia que visam a inclusão, a cidadania intercultural e as aptidões e competências do século XXI. The Communication and Education working group of SOPCOM focuses on all related research areas that lie in between the fields of Communication and Education. In particular it brings together researchers who have as principal areas of interest (but not limited to those) the following: media, literacies and citizenship, and use of innovative communicative approaches to successful teaching and learning. Moreover, it intends to reinforce the links of "Media and Education" research in Portugal with the European Union's societal challenges aiming at inclusion, intercultural citizenship, and 21st century skills and competencies. Para mais informação/For more information please contact: conceicao.costa@ulusofona.pt (Coordenadora-adjunta); azevedo@letras.up.pt (Coordenador) https://www.sopcom.pt/gt/12 Sobre a SOPCOM: https://www.sopcom.pt/page/home
Archived project
The present study was conducted to explore the impact of a preventive mathematics intervention on students with low early numerical competencies [ENC]. An early number competence screening test (Jordan, Glutting, & Ramineni, 2010) adapted to the Portuguese population (n=2246) (Marcelino, 2015) was applied in 1557 first-grade students in the region of Azores at the beginning of first grade. Using Portuguese norms, 293 students (133 were boys and 160 girls) were identified with low ENC. Thirty Special Educational teachers were trained with an ECN intervention method (45 hours of training) to intervein in those children. Students (n= 293) with low numerical competence were divided in two groups: an experimental group where students have access to the intervention once a week during 24 sessions of 90 minutes each (n = 80); and a control group only with access to the formal mathematics curriculum (n = 90). Posttest results show better results in the experimental group with significant statistical differences between the two groups. The results show a significant preventive intervention effect for first-grade students early screened with low numerical competence.
Archived project
This project aimed to analyse the effectiveness of Number Sense Method (MSN) in the classroom context. It is a method that stimulates early numerical competencies (counting, numerical relations and numerical combinations) which are considered in literature responsible for mathematical achievement. The sample was composed of 130 children enrolled in the 1st year of schooling with a mean age of 6.51, and 9 primary teachers fully trained to apply the MSN during a school year. The children were screened with a cognitive battery that evaluates early numerical competencies, pre- and post-test with a neuropsychological battery that evaluates emerging mathematical competencies (e.g. executive functions, visuospatial memory); and finally, their mathematical achievement evaluated with a numerical knowledge test. The sample was divided into two groups: a) high, medium and low achievement in early numerical competencies; b) experimental (with MSN application) and control group (without MSN application). It was a research project promoted by Azores Government integrated in governmental project namely "Projeto Prof DA, Programa ProSucesso – Açores pela Educação."