O slow fashion em Portugal: um estudo de caso da marca Maria Gambina
Keywords:
research through design, design based research
Abstract
Promoting social presence, social interactions, and group regulation is one of the most recent and active lines of research in computer-supported collaborative learning (CSCL).
References
Ahn, J., & Clegg, T. (2017). Human-Computer Interaction and Education: Designing for Technology-Enhanced Learning Experiences. En K. L. Norman & J. Kirakowski (Eds.), The Wiley Handbook of Human Computer Interaction (pp. 821-830). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118976005.ch38
Avry, S., Molinari, G., Bétrancourt, M., & Chanel, G. (2020). Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01160
Bakhtiar, A., Webster, E. A., & Hadwin, A. F. (2018). Regulation and socio-emotional interactions in a positive and a negative group climate. Metacognition and Learning, 13(1), 57–90. https://doi.org/10.1007/s11409-017-9178-x
Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational psychologist, 39(4), 243-253.
Avry, S., Molinari, G., Bétrancourt, M., & Chanel, G. (2020). Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01160
Bakhtiar, A., Webster, E. A., & Hadwin, A. F. (2018). Regulation and socio-emotional interactions in a positive and a negative group climate. Metacognition and Learning, 13(1), 57–90. https://doi.org/10.1007/s11409-017-9178-x
Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational psychologist, 39(4), 243-253.
Published
2025-07-02
How to Cite
Santana de Oliveira, M., & Gaspar de Melo Albino, C. R. (2025). O slow fashion em Portugal: um estudo de caso da marca Maria Gambina. Cuadernos Del Centro De Estudios De Diseño Y Comunicación, (274). https://doi.org/10.18682/cdc.vi274.12489
Section
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