Draft:Ig Ibert Bittencourt

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Ig Ibert Bittencourt
BornMay 7, 1982
Brazil
NationalityBrazilian
CitizenshipBrazil
Occupation(s)Psychologist, Computer Scientist, Teacher, Researcher and Author
AwardsNational Order of Educational Merit
Academic background
EducationB.S., in System Analysis

B.S., in Psychology

M.S., in Computer Science

Ph.D., in Computer Science
Doctoral advisorEvandro de Barros Costa...[1]
Academic work
InstitutionsFederal University of Alagoas

Harvard University

University of São Paulo
Websitehttps://www.linkedin.com/in/ig-ibert-bittencourt-984197a/

Ig Ibert Bittencourt (born on May 7, 1982) is a Brazilian computer scientist and psychologist known for his contributions to the education and technology fields. He currently holds the position of Associate Professor at the Federal University of Alagoas (UFAL) in Brazil[2]. Bittencourt's research focuses on various domains, including artificial intelligence in education, intelligent tutoring systems, collaborative learning, blended learning, flow theory, positive education, and stereotype threat. He has written or co-written over 200 academic articles[3].

Bittencourt is recognized as one of the founders and board members of the Center for Excellence in Social Technologies (NEES), an institution dedicated to research, practical application, and policy development in the areas of learning technology, educational psychology, and equity.[4]

Education[edit]

In 2003, Bittencourt received his undergraduate degree in System Analysis from the Centro de Estudos Superiores de Maceió (CESMAC). He further achieved a master's degree in Computer Science from UFAL in 2006, followed by completing his Ph.D. at the Federal University of Campina Grande (UFCG) in 2009. His Ph.D. thesis was entitled "A computational model for the construction of adaptive and semantic educational systems"[5]. He published a paper on his Ph.D. in the Knowledge-Based Systems Journal[6]. Subsequently, he pursued another undergraduate degree in Psychology from UFAL in 2022. He embarked on postdoctoral studies at the State University of Campinas (UNICAMP) until 2013. Currently, Bittencourt serves as a visiting scholar at the Harvard Graduate School of Education (HGSE)[7]

Career[edit]

After completing his B.S., Bittencourt began his career in education by working as a teacher at the Centro de Estudos Superior de Maceió (CESMAC) until 2006, the same year he completed his M.S. degree. In 2008, Bittencourt started working as an Associate Professor at the Federal University of Alagoas (Brazil), a position he still holds. The beginning of his involvement in the academic community was in 2005 when he became a member of the Brazilian Computer Society (SBC), where he would later serve as the coordinator of the Special Committee on Information Technology in Education (CEIE)[8], from 2015 to 2016[9].

During his PH.D. in 2009, Bittencourt proposed a theoretical and computational model for the development of Educational Systems based on the Semantic Web. He has been focusing his research and work on developing intelligent educational technologies that foster equitable learning and well-being. He has already collaborated with several research groups in Brazil and abroad. He was a visiting researcher at the University of Mannheim in 2009, at the Japan Advanced Institute of Science and Technology and the University of São Paulo in 2015, at the University of Saskatchewan im 2007 and later in 2016, and in Beijing Normal University from 2019 to 2021. Presently, he is a Visiting Scholar at the Harvard Graduate School of Education (HGSE).[10]

In 2011, Bittencourt co-founded the NEES (Center for Excellence in Social Technologies), a research, practice, and policy center focused on educational equity[4]. The center now has more than 700 students, researchers, and professors working in partnership with different entities to promote educational equity[11]. Over the past decade, the center has been involved with public policies in education alongside various stakeholders, such as the Ministry of Education, National Education Council, Senate, State Secretaries of Education, World Bank, IDB, CIEB, Lemann Foundation, and others[12].

He participated in the production and publication of several books, including: "Dados Abertos Conectados: Em Busca da Web do Conhecimento" in 2015[13], "Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions" in 2017[14], and "Tailored Gamification to Educational Technologies" in 2019[15]. Additionally, he served as one of the editors for the conference proceedings of the "Artificial Intelligence in Education - 21st International Conference" in 2020[16].

In 2019, by his research contribution, Bittencourt achieved a significant milestone by becoming the first Latin American recipient of the IEEE TCLT Early Career Researcher Award[17][18]. His work on educational practice and policy was further recognized when he received the National Order of Education Merit in 2022, from the Ministry of Education of Brazil, also known as MEC[19].

Bittencourt has been involved in educational technology conferences and events. In 2018, he was a member of the Program Committee at the 19th International Conference on Artificial Intelligence in Education (AIED)[20] and presented a workshop titled "Gamification of Intelligent Educational Systems"[21]. In the same year, he also delivered a lecture on "Gamification and Intelligent Learning Environments: From Theories to Evidences" at Beijing University[22].

In 2019, he participated in the General Chair Committee at the International Conference on Advanced Learning Technologies and Technology-enhanced (ICALT)[23]. In 2020 he was a member of the Organizing Committee for the 21st International Conference on AIED[24]. His work in conferences extended to 2021 when he participated in the presentation "AI for Education in Brazil" at the 2021 Global Online Conference of the Empowering Learners for the Age of AI[25].

He recently served as a member of the Program Committee for the Empowering Learners for the Age of AI (ELAI)[26] and is listed as one of the guest editors for an upcoming Special Issue on AIED in the Global South[27]. During his time as a Visiting Scholar at the Harvard Graduate School of Education (HGSE), his "Algorithmic Fairness in Brazilian Education" project received recognition and funding through an award from the Lemann Brazil Research Fund 2023.[28]

Research[edit]

Over recent years, Bittencourt and his team have explored the intersection of psychological theories and computational models to gain insights into learning processes and enhance student well-being in two ways. The first delves into the negative impact of gender-stereotyped educational technologies on learning and well-being, exacerbating inequities (SDG5). Stereotype threat theory suggests that individuals from stigmatized groups may underperform due to concerns about confirming negative societal stereotypes[29][30][31][32]. Through extensive research, including a recent study published in a Nature Journal[33], Bittencourt and his team revealed that approximately two billion registered students worldwide are affected by gender-stereotyped educational technologies.

The second focuses on investigating pedagogical interventions using intelligent technologies to optimize the learning experience (SDG4). Drawing from flow theory[34], which is extensively studied in positive psychology, he explores programs and curricula to promote well-being and learning. Through years of research, Bittencourt and his team have demonstrated the potential to design and utilize educational technologies that simultaneously enhance learning and well-being[35][36][37][38]. Their contribution is developing a unique framework called GamiFlow, which facilitates the design of gamified educational systems that promote both learning and well-being[39]. His work is dedicated to the UN Sustainable Development Goals, particularly SDG4 and SDG5.

Bittencourt's previous research on flow theory and stereotype threat paved the way for him to help establish a new research subfield: the Positive Artificial Intelligence in Education (P-AIED). P-AIED focuses on using AI to promote learning and well-being in educational settings, emphasizing the development of individual strengths and integrating positive education principles[40].

References[edit]

  1. ^ Costa. "Evandro Costa". Google Scholar.
  2. ^ Faculty Page, Institute of Computing. "Ig Ibert Bittencourt Santana Pinto -". Instituto de Computação (in Brazilian Portuguese). Retrieved 2023-07-14.
  3. ^ "Ig Ibert Bittencourt". scholar.google.com. Retrieved 2023-09-21.
  4. ^ a b "Our History – NEES". Retrieved 2023-07-14.
  5. ^ Pinto, Ig Ibert Bittencourt Santana (2009). "A computational model for the construction of adaptive and semantic educational systems". Federal University of Campina Grande.
  6. ^ Bittencourt, Ig Ibert; Costa, Evandro; Silva, Marlos; Soares, Elvys (2009-05-01). "A computational model for developing semantic web-based educational systems". Knowledge-Based Systems. Artificial Intelligence (AI) in Blended Learning. 22 (4): 302–315. doi:10.1016/j.knosys.2009.02.012. ISSN 0950-7051.
  7. ^ "Ig Ibert Bittencourt| Expert Profile | Global Citizenship Foundation". www.globalcitizenshipfoundation.org. Retrieved 2023-09-23.
  8. ^ "CEIE - Special Commission on Informatics in Education - CEIE publication portal: stay updated on the latest news in the field of informatics in education" (in Brazilian Portuguese). Retrieved 2023-09-27.
  9. ^ Special Committee on Information Technology in Education (2017-02-17). "CEIE: Management 2015 - 2016" (in Brazilian Portuguese). Retrieved 2023-09-23.
  10. ^ "Federal University of Alagoas' faculty member is now a visiting researcher at Harvard". Universidade Federal de Alagoas (in Brazilian Portuguese). Retrieved 2023-12-22.
  11. ^ "Ongoing projects – NEES". Retrieved 2023-07-14.
  12. ^ "Partners – NEES". Retrieved 2023-07-14.
  13. ^ Isotani, Seiji; Bittencourt, Ig Ibert (2015). Dados Abertos Conectados: Em Busca da web do Conhecimento (1ª edição ed.). Novatec Editora. ISBN 978-85-7522-449-6.
  14. ^ Cristea, Alexandra Ioana; Bittencourt, Ig Ibert; Lima, Fernanda, eds. (2018). "Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions". Communications in Computer and Information Science. 832. doi:10.1007/978-3-319-97934-2. ISBN 978-3-319-97933-5. ISSN 1865-0929. S2CID 51912057.
  15. ^ Oliveira, Wilk; Bittencourt, Ig Ibert (2019). "Tailored Gamification to Educational Technologies". SpringerLink. doi:10.1007/978-981-32-9812-5. ISBN 978-981-32-9811-8. S2CID 209807680.
  16. ^ Bittencourt, Ig Ibert; Cukurova, Mutlu; Muldner, Kasia; Luckin, Rose; Millán, Eva, eds. (2020). Artificial Intelligence in Education. Lecture Notes in Computer Science. Vol. 12164. doi:10.1007/978-3-030-52240-7. ISBN 978-3-030-52239-1. ISSN 0302-9743. S2CID 220324453.
  17. ^ rita (2021-09-13). "Letter from the 2019 IEEE TCLT Early Career Award Winner". IEEE Computer Society Technical Community on Learning Technology. Retrieved 2023-09-25.
  18. ^ "Early Career Researcher Award in Learning Technologies". IEEE Computer Society Technical Community on Learning Technology. Retrieved 2023-09-21.
  19. ^ Ministry of Education, National Press. "DECREE OF DECEMBER 12, 2022 - DOU - National Press". www.in.gov.br (in Brazilian Portuguese). Retrieved 2023-09-21.
  20. ^ "PC members and reviewers – AIED2018". aied2018.utscic.edu.au. Retrieved 2023-09-23.
  21. ^ "Workshops and Tutorials – AIED2018". aied2018.utscic.edu.au. Retrieved 2023-09-23.
  22. ^ "Beijing Advanced Innovation Center for Future Education - NEWS". aic-fe.bnu.edu.cn. Retrieved 2023-09-23.
  23. ^ "Conference Committee". IEEE ICALT 2019. Retrieved 2023-09-23.
  24. ^ "AIED 2020". aied2020.nees.com.br. Retrieved 2023-09-23.
  25. ^ AI for Education in Brazil, retrieved 2023-09-23
  26. ^ "Program Committee – Empowering Learners". Retrieved 2023-09-23.
  27. ^ "International Journal of Artificial Intelligence in Education". Springer. Retrieved 2023-09-23.
  28. ^ "2023 Lemann Brazil Research Fund awardees announced". Harvard Gazette. 2023-04-06. Retrieved 2023-09-23.
  29. ^ Santos, Jário; Andrade, Ester; Benevides, Kamila; Silva, Kelly; Nascimento, João; Bittencourt, Ig; Pereira, Marcos; Fernandes, Sheyla; Isotani, Seiji (2023-02-01). "Does gender stereotype threat affects the levels of aggressiveness, learning and flow in gamified learning environments?: An experimental study". Education and Information Technologies. 28 (2): 1637–1662. doi:10.1007/s10639-022-11220-3. ISSN 1573-7608. PMC 9340726. PMID 35935900.
  30. ^ Takeshita, Maria; Challco, Geiser Chalco; Reis, Marcelo; Santos, Jário; Isotani, Seiji; Bittencourt, Ig Ibert (2023). "Even Boosting Stereotypes Increase the Gender Gap in Gamified Tutoring Systems: An Analysis of Self-efficacy, Flow and Learning". In Wang, Ning; Rebolledo-Mendez, Genaro; Dimitrova, Vania; Matsuda, Noboru; Santos, Olga C. (eds.). Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky. Communications in Computer and Information Science. Vol. 1831. Cham: Springer Nature Switzerland. pp. 741–746. doi:10.1007/978-3-031-36336-8_114. ISBN 978-3-031-36336-8.
  31. ^ Albuquerque, Josmario; Bittencourt, Ig I.; Coelho, Jorge A. P. M.; Silva, Alan P. (2017-12-01). "Does gender stereotype threat in gamified educational environments cause anxiety? An experimental study". Computers & Education. 115: 161–170. doi:10.1016/j.compedu.2017.08.005. ISSN 0360-1315.
  32. ^ Silva Barbosa, Jessica Fernanda; Chalco Challco, Geiser; Bittencourt, Ig Ibert (2023-06-30). "Does gender-stereotyped gamification increase negative thinking? Results from an experimental study with logic tutoring systems". Interactive Learning Environments: 1–28. doi:10.1080/10494820.2023.2229145. ISSN 1049-4820. S2CID 259687289.
  33. ^ Santos, Jário; Bittencourt, Ig; Reis, Marcelo; Chalco, Geiser; Isotani, Seiji (2022-07-30). "Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias". Humanities and Social Sciences Communications. 9 (1): 249. doi:10.1057/s41599-022-01220-6. ISSN 2662-9992. PMC 9362687. PMID 35967484.
  34. ^ Pereira, Alanda Maria Ferro; Fernandes, Sheyla C. S.; Bittencourt, Ig Ibert; Félix, Amarillys (2022-04-15). "Flow theory and learning in the Brazilian context: a systematic literature review". Educação e Pesquisa. 48: e237870. doi:10.1590/S1678-4634202248237870eng. ISSN 1517-9702. S2CID 248208498.
  35. ^ Marinho, Alexandre; Oliveira, Wilk; Bittencourt, Ig Ibert; Demerval, Diego (2019-10-06). "Does Gamification Improve Flow Experience in Classroom? An Analysis of Gamer Types in Collaborative and Competitive Settings". Revista Brasileira de Informática na Educação. 27 (2): 40. doi:10.5753/rbie.2019.27.02.40. ISSN 2317-6121. S2CID 204899832.
  36. ^ Oliveira, Wilk; Toda, Armando; Toledo, Paula; Shi, Lei; Vassileva, Julita; Bittencourt, Ig Ibert; Isotani, Seiji (2020-01-07). "Does Tailoring Gamified Educational Systems Matter? The Impact on Students' Flow Experience". Proceedings of the 53rd Hawaii International Conference on System Sciences: 10. hdl:10125/63891. ISBN 9780998133133.
  37. ^ Bittencourt, Ig Ibert; Freires, Leogildo; Lu, Yu; Challco, Geiser Chalco; Fernandes, Sheyla; Coelho, Jorge; Costa, Júlio; Pian, Yang; Marinho, Alexandre; Isotani, Seiji (2021-07-13). "Validation and psychometric properties of the Brazilian-Portuguese dispositional flow scale 2 (DFS-BR)". PLOS ONE. 16 (7): e0253044. Bibcode:2021PLoSO..1653044B. doi:10.1371/journal.pone.0253044. ISSN 1932-6203. PMC 8277065. PMID 34255771.
  38. ^ Jogo, Danielle Akemi; Challco, Geiser Chalco; Bittencourt, Ig Ibert; Reis, Marcelo; Silva, Laíza Ribeiro; Isotani, Seiji (2022-09-01). "Investigating how gamified syllabic literacy impacts learning, flow and inappropriate behaviors: A single-subject study design". International Journal of Child-Computer Interaction. 33: 100458. doi:10.1016/j.ijcci.2022.100458. ISSN 2212-8689. S2CID 246200463.
  39. ^ Chalco Challco, Geiser; Bittencourt, Ig Ibert; Reis, Marcelo; Santos, Jario; Isotani, Seiji (2023). "Gamiflow: Towards a Flow Theory-Based Gamification Framework for Learning Scenarios". In Wang, Ning; Rebolledo-Mendez, Genaro; Dimitrova, Vania; Matsuda, Noboru; Santos, Olga C. (eds.). Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky. Communications in Computer and Information Science. Vol. 1831. Cham: Springer Nature Switzerland. pp. 415–421. doi:10.1007/978-3-031-36336-8_65. ISBN 978-3-031-36336-8.
  40. ^ Bittencourt, Ig Ibert; Chalco, Geiser; Santos, Jário; Fernandes, Sheyla; Silva, Jesana; Batista, Naricla; Hutz, Claudio; Isotani, Seiji (2023-08-03). "Positive Artificial Intelligence in Education (P-AIED): A Roadmap". International Journal of Artificial Intelligence in Education. doi:10.1007/s40593-023-00357-y. ISSN 1560-4306. S2CID 260523978.
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