Designing learning technology collaboratively: Analysis of a chatbot co-design.

Collaborative design approaches have been increasingly adopted in the design of learning technologies since they contribute to develop pedagogically inclusive and appropriate learning designs. Despite the positive reception of collaborative design strategies in technology-enhanced learning, little attention has been dedicated to analyzing the challenges faced in design processes using a collaborative approach. In this paper, we disclose the collaborative design of a chatbot for self-regulated learning in higher education using an action research approach. We analyze the design process of EDUguia chatbot, which includes diverse evidence from questionnaires and workshops with students and lecturers, as well as intermediary design objects. Based on the qualitative analysis, we identify several challenges that are transversal to the co-design work, as well as specific to the design phases. We critically reflect on the strategies deployed to overcome these challenges and how they relate to decision-making processes, highlighting the need to make stakeholders' tacit knowledge explicit, cultivate trust-building and support democratic decision-making in technology design processes. We believe that the recommendations we present in this paper contribute to developing best practices in the collaborative design of chatbots for the self-regulation of learning, as well as learning technology in general. Supplementary Information: The online version contains supplementary material available at 10.1007/s10639-022-11162-w.

Sociodemographic Characteristics and Stress of People from Spain Confined by COVID-19.

This study responds to the need to explore the individual characteristics that may help us to understand the levels of stress involved in the significant COVID-19-related restrictions to people's daily lives. In order to understand levels of stress and stress control during the COVID-19 confinement, 1269 people from Spain (17.5% men) aged between 18 and 70 completed the Perceived Stress Scale (PSS-14). The results indicated that people aged under 40, and especially those under 25, women, and those on low incomes reported higher rates of confinement stress. The nature of where people live, and their working situation during confinement also contributed to people's stress response, although with lower levels of impact. In this context, our study suggests that the levels of stress in those who combine remote working with in situ working were lower than those who had other working conditions. Our study contributes significant information to understanding the effects of confinement, and its results may be used to inform intervention tools and programs.

Mulheres com HIV/AIDS informam conhecimento acerca da infecção / The knowledge of HIV/AIDS infected women about their infection

Observa-se importante crescimento do número de mulheres infectadas pelo HIV, cujas repercussões se estendem desde a estrutura de atendimento até o cotidiano e perfil das contaminadas. Objetivou-se avaliar o conhecimento de mulheres portadoras do HIV/AIDS sobre a sua infecção. Trata-se de estudo exploralório-descritivo com abordagem qualitativa, realizado em ambulatório especializado, em Fortaleza-CE, em 2004. Utilizou-se a técnica de entrevista com 30 mulheres com HIV/AIDS e um formulário semi-estruturado. Os resultados evidenciam desinformação das mulheres sobre a situação que vivenciam e seu conhecimento restrito sobre a doença, suas formas de transmissão e tratamentos. Concluiu-se ser essencial que os serviços que prestam assistência aos portadores de HIV/AIDS contemplem ações informativas contínuas inseridas em todas as formas de atendimento, sendo desejável que a equipe multiprofissional seja sensibilizada quanto à problemática.