Abstract

Abstract

Abstract
Gestural interaction devices emerged and originated various studies on multimodal human-computer interaction to improve user experience (UX). However, there is a knowledge gap regarding the use of these devices to enhance learning. We present an exploratory study which analysed the UX with a multimodal immersive videogame prototype, based on a Portuguese historical/cultural episode. Evaluation tests took place in high school environments and public videogaming events. Two users would be present simultaneously in the same virtual reality (VR) environment: one as the helmsman aboard Vasco da Gama's fifteenth-century Portuguese ship and the other as the mythical Adamastor stone giant at the Cape of Good Hope. The helmsman player wore a VR headset to explore the environment, whereas the giant player used body motion to control the giant, and observed results on a screen, with no headset. This allowed a preliminary characterisation of UX, identifying challenges and potential use of these devices in multi-user virtual learning contexts. We also discuss the combined use of such devices, towards future development of similar systems, and its implications on learning improvement through multimodal human-computer interaction.

Abstract
Learning Management Systems (LMS) provide minimal support for educational use of virtual worlds. Integration efforts assume the educators are inside the virtual world, providing hooks to services in the external LMS, to setup and manage virtual world activities. We present the inverse approach, enabling educators to setup and manage virtual world activities using the traditional LMS Web interface as an integral part of the overall educational activities of a course. In our approach, the LMS enables the teacher/trainer to setup, control, track, and store virtual world activities and its elements. It is the result of a joint effort by academic and corporate teams, implemented in the Formare LMS for OpenSimulator and Second Life Grid virtual world platforms. We explain how the Multis architecture can be used for integration, with concrete cases, an approach that can be implemented in other LMS and virtual world platforms, to overcome the limitations of existing systems for organizational management of e-learning activities.

Abstract
The Official Portuguese curriculum of Mathematics [1] considers that, in the 7th grade classes (12-13 years old students) students begin with the study of the topic "Functions". This algebraic topic is an introduction to the concept of function taking to account the graphical representation of the functions. A special attention is given to the direct proportionality and the particular case of direct proportionality relationship between two quantities be represented by a linear function. Students should understand the relationships between tables, graphs and symbols. As they work with multiple representations of functions such as, numeric, graphic and symbolic, they develop a better understanding of the function concept [2]. The Information and Communications Technology (ICT) is a powerful educational tool for the dissemination of knowledge, as well as for student learning. The software Modellus is addressed to the teaching and learning of mathematics that allows students and teachers to carry out experiments with mathematical models, in particular, to analyse the variation of the function and the respective graphical representation [3]. On the other hand, mathematical modelling as classroom practice is a very current international trend research [4]. This paper explores the Modellus applicability in the linear function learning with twenty students of 7th grade of a Portuguese School. The specific objective is to highlight the contributions of the use of computer simulations with Modellus on student learning, for the study of linear functions. Methodologically, was opted a qualitative and interpretative research approach, based on a case study. Data collection was done through direct observation of a lesson and written productions of students. An activity with an inquiry was drafted and applied in a 7th grade class during a mathematical class of fifty minutes, who answered individually to the data items. The results show that the developed proposal is valid and appropriate for students in 7th grade class. In addition, it was noted that during the study of the linear function, the simulations allowed a better development of the ability to work with various types of representations, promoting the ability to identify the variation and analysis of induced effect by changing the proportionality parameter value into the family of linear functions.

Abstract
Games are a part of human life since ancient times, present not only at childhood but throughout most of our adult life. A growing area of research focuses on the development of games for teaching and learning in various areas of expertise. These are called serious games. They intend to capture the attention, to motivate and to encourage user engagement through the use of recreational and entertainment elements, thus facilitating the learning process. This article describes iLearnTest, a framework for developing serious online games which are capable of supporting education of several subjects, allowing for a suitable training of participants, thus preparing them to meet the job market needs. This paper describes the architecture of the framework, the structure of the game and presents some results from performed experiments as to validate the overall approach. (C) 2016 The Authors. Published by Elsevier Ltd.