Abstract
In face of growing global competition, the ability of organizations to effectively use information technologies to deliver innovation and creativity is widely recognized as an important competitive advantage. In this context, knowledge of how to apply creativity techniques to information systems planning becomes particularly relevant. This chapter presents a framework for the introduction of creativity in Information Systems Planning. The framework aims at promoting the development of innovative Information Systems, which traditional methods of requirements elicitation fail to address. Finally, we discuss how the framework was implemented at a public organization to identify information systems opportunities.

Abstract
The use of graphics in Industry is something completely normal as used to be in education, something different is the way we can apply the concepts. The idea of this document is to show the ways we think industrial graphical systems can be applied in education to increase the way students can learn some kind of skills. In the industry graphic systems show the ways in which the systems are working and operating displays of DCS (Distributed Control System) displays operational information in 2D, 2.5 or 3D environments. Educational graphics are being used to show tales, math, physical or other objects in 2D, this limits the full awareness situation of the things that can be showed to students. To enhance the characteristics of educational graphics we propose the use of some industrial tricks to increase the students' attention and understanding of situations. We think that this increases the amount and quality of information that may be given to students and prevents unnecessary time consuming in explanations.

Abstract
In this paper, we describe how a learning platform that takes into account the student's learning preferences, the personality and emotions could prompt better learning results. This model will assess the emotional state of the student in an online learning environment by introducing techniques of Affective Computing that can capture the student emotional state and based on that, adapt the course to the characteristics and needs of the student in order to get an improvement in the learning results. Students, as individuals, differ in their social, intellectual, physical, psychological, emotional, and ethnic characteristics. Also, differ in their learning rates, objectives and motivation turning, their behaviour rather unpredictable. Added to emotion, and in order to obtain an effective model for online learning, student's personality and learning style are also considered. The architecture developed was tested by a group of students of higher education in Oporto. The results indicated that the model created used can support and improve the student's results, verifying that a negative emotional state could influence the learning process. © 2015 ACM.

Abstract
The purpose of this paper is to propose new architecture that includes the student's, learning preferences, personality traits and emotions to adapt the user interface and learning path to the students need and requirements. This aims to reduce the difficulty and emotional stain that students encounter while interacting with learning platforms.

Abstract
The purpose of this paper is to propose new model for emotional interaction that uses learning styles and student emotional state to adapt the user interface and learning path. This aims to reduce the difficulty and emotional stain that students encounter while interacting with learning platforms. To this end will be used techniques of Affective Computer that can capture the student emotional state and base on that change the course parameters (flow, organization or difficulty) or even an emotional interaction in order to recapture the student attention.

Abstract
The aim of this paper is to put forward a new model for emotional interaction that uses learning and cognitive styles and student emotional state to adapt the user interface, learning content and context. The model is based on a constructivist approach, assessing the user knowledge and presenting contents and activities adapted to the emotional characteristics, learning and cognitive styles of the student. The intelligent behavior of such platform depends on the existence of a description of the characteristics of the student- the student model. The contents of this model and emotional state of the student are used by a domain and interaction model to select the most appropriate response to student actions. The current work aimed to near the gap between a student and his learning platform in order to improve efficiency of the learning process, this lead to propose a new approach for an adaptive learning system. This model will try to capture the emotional state of the student and together with his learning style and cognitive profile, will adapt the learning context to the learning requirements of the student. Our research is based on the principal that emotion can influence several aspects of our lives. Emotion affects the decision process and knowledge acquisition of an individual. Therefore, they directly influence our perception, learning process, the way we communicate, and the way we make rational decisions. Our research goal is to see that if a learning platform that take into account the emotional profile of a student can produce better learning results, than a learning platform with no emotional interaction. A prototype was developed to test our assumption. This prototype takes into account the student's personality, learning style and the emotional profile.