@article{MTMT:36941735,
	title = {Evaluation of augmented reality communication using the visual framing methodology},
	url = {https://m2.mtmt.hu/api/publication/36941735},
	author = {Kuttner, Ádám and Kárpáti, Andrea},
	doi = {10.1080/1051144X.2026.2627847},
	journal-iso = {J. Vis. Lit.},
	journal = {Journal of Visual Literacy},
	unique-id = {36941735},
	issn = {1051-144X},
	year = {2026},
	eissn = {2379-6529},
	orcid-numbers = {Kárpáti, Andrea/0000-0002-9683-5461}
}

@article{MTMT:36124168,
	title = {Editorial. Communicating with non-humans: a new visual language},
	url = {https://m2.mtmt.hu/api/publication/36124168},
	author = {Sarantou, Melanie and Kárpáti, Andrea and Miettinen, Satu and Pietarinen, Heidi},
	doi = {10.3389/fcomm.2025.1594503},
	journal-iso = {FRONT COMMUN},
	journal = {FRONTIERS IN COMMUNICATION},
	volume = {10},
	unique-id = {36124168},
	year = {2025},
	eissn = {2297-900X},
	orcid-numbers = {Kárpáti, Andrea/0000-0002-9683-5461}
}

@inbook{MTMT:35764983,
	title = {Steam-alapú térszemlélet fejlesztő program hatékonyságának vizsgálata vizuális-téri képességteszttel},
	url = {https://m2.mtmt.hu/api/publication/35764983},
	author = {Babály, Bernadett and Kárpáti, Andrea},
	booktitle = {A művészet ereje - Kifejezés, alkotás, gyógyítás, kognitív és érzelmi fejlesztés : tanulmánykötet},
	unique-id = {35764983},
	year = {2024},
	pages = {25-32},
	orcid-numbers = {Babály, Bernadett/0000-0001-8297-1561; Kárpáti, Andrea/0000-0002-9683-5461}
}

@inbook{MTMT:35785493,
	title = {From Drawing to Visual Culture Changing Curriculum Paradigms in Hungarian Art Education},
	url = {https://m2.mtmt.hu/api/publication/35785493},
	author = {Kárpáti, Andrea and Gaul, Emil},
	booktitle = {Curriculum, Culture, and Art Education},
	unique-id = {35785493},
	year = {2024},
	pages = {49-66},
	orcid-numbers = {Kárpáti, Andrea/0000-0002-9683-5461}
}

@CONFERENCE{MTMT:34743460,
	title = {Steam-alapú térszemlélet fejlesztő program hatékonyságának vizsgálata vizuális-téri képességteszttel},
	url = {https://m2.mtmt.hu/api/publication/34743460},
	author = {Babály, Bernadett and Kárpáti, Andrea},
	booktitle = {A művészet ereje – kifejezés, alkotás, gyógyítás, kognitív és érzelmi fejlesztés},
	unique-id = {34743460},
	year = {2023},
	pages = {9},
	orcid-numbers = {Babály, Bernadett/0000-0001-8297-1561; Kárpáti, Andrea/0000-0002-9683-5461}
}

@book{MTMT:34192313,
	title = {Arts-Based Interventions and Social Change in Europe},
	url = {https://m2.mtmt.hu/api/publication/34192313},
	isbn = {9781003376927},
	doi = {10.4324/9781003376927},
	editor = {Kárpáti, Andrea},
	publisher = {Routledge Publishing},
	unique-id = {34192313},
	year = {2023},
	orcid-numbers = {Kárpáti, Andrea/0000-0002-9683-5461}
}

@inbook{MTMT:34213651,
	title = {Cultural empowerment through social media. The Roma Cultural Influencer Project},
	url = {https://m2.mtmt.hu/api/publication/34213651},
	author = {Kárpáti, Andrea and Veszelszki, Ágnes and Kovács, Lajos and Rétvári, Márton Gergely and Deli, Eszter},
	booktitle = {Arts-Based Interventions and Social Change in Europe},
	doi = {10.4324/9781003376927-23},
	unique-id = {34213651},
	abstract = {The underrepresentation of Roma culture (except for Roma music) in Hungarian public discourse is indisputable. Roma visual culture is not collected in museums and is not part of public education either. Women of this culturally and economically disadvantaged minority have repeatedly proven to be active changemakers and transmitters of cultural values. Social media specialists at Corvinus University decided to change the overwhelmingly negative image of Roma through training young girls interested in their heritage to act as Cultural Influencers. The training programme discussed in this chapter offered Roma women complex and professional communication training that would make them authentic communicators of their own culture. Photovoice and Visual Storytelling were integral parts of the trainers' methodological toolkit, and a mentoring programme helped them reveal authentic themes, styles and media genres. Digital media literacy may be life changing for Roma women who are vulnerable because of their economic position, lack of workforce, unfinished studies or early parenthood.},
	year = {2023},
	pages = {161-170},
	orcid-numbers = {Kárpáti, Andrea/0000-0002-9683-5461; Veszelszki, Ágnes/0000-0003-2226-0607}
}

@{MTMT:34226525,
	title = {Introduction. Arts-based social interventions: Policy-oriented results of the AMASS project},
	url = {https://m2.mtmt.hu/api/publication/34226525},
	author = {Kárpáti, Andrea and Vella, Raphael},
	booktitle = {Arts-Based Interventions and Social Change in Europe},
	doi = {10.4324/9781003376927-1},
	unique-id = {34226525},
	year = {2023},
	pages = {1-6},
	orcid-numbers = {Kárpáti, Andrea/0000-0002-9683-5461}
}

@{MTMT:34226555,
	title = {Conclusion},
	url = {https://m2.mtmt.hu/api/publication/34226555},
	author = {Kárpáti, Andrea},
	booktitle = {Arts-Based Interventions and Social Change in Europe},
	doi = {10.4324/9781003376927-30},
	unique-id = {34226555},
	year = {2023},
	pages = {224-227},
	orcid-numbers = {Kárpáti, Andrea/0000-0002-9683-5461}
}

@inbook{MTMT:34226535,
	title = {Teaching Mathematics through art. Developing spatial skills and digital literacy of children with learning challenges through visual arts education},
	url = {https://m2.mtmt.hu/api/publication/34226535},
	author = {Kugler, Erika and Kárpáti, Andrea},
	booktitle = {Arts-Based Interventions and Social Change in Europe},
	doi = {10.4324/9781003376927-6},
	unique-id = {34226535},
	abstract = {In Hungarian public education, one of the major challenges is to support students challenged with social disadvantages, learning deficits and mental and behavioural problems. The mission of an interdisciplinary team of teachers of Visual Arts Education and Mathematics is to use the power of the arts for opening creative channels in students to arrive at the deeper understanding visually. Our intervention addressed negative attitudes to learning and verbalisation in knowledge production. We exploited the role of arts for visualising knowledge acquisition and overcoming barriers between scientific and artistic domains. Thirty students of Grade 5 of the compulsory elementary school (average age: 10.7 years), previously diagnosed with special needs (ADHD and ADD), participated in a three-semester remedial programme of four, 60-90 minutes, after regular instructions. The theoretical foundation of our interdisciplinary pedagogy was the Science, Technology, Engineering, Arts and Mathematics (STEAM) education model. Intersecting areas of Mathematics and Visual Culture were identified in space and plane geometry and incorporated in collaborative projects. We employed a variety of scientific visualisation techniques for Mathematics instruction (e.g., infographic design and interpretation, modelling of geometric rules and phenomena in 3D) and incorporated in creative tasks. Visual competence was assessed through standardised spatial skills tests and a process-oriented portfolio method, and significant development of visual language use was detected. Improvement in Mathematics was assessed through standardised national tests that revealed impressive growth. This chapter ends with policy implications of the use of arts-based methods to enhance cognitive abilities of students with social, behavioural and learning challenges. © 2024 selection and editorial matter, Andrea Kárpáti.},
	year = {2023},
	pages = {30-38},
	orcid-numbers = {Kárpáti, Andrea/0000-0002-9683-5461}
}