Abstract
Managing programming exercises require several heterogeneous systems such as evaluation engines, learning objects repositories and exercise resolution environments. The coordination of networks of such disparate systems is rather complex. These tools would be too specific to incorporate in an e-Learning platform. Even if they could be provided as pluggable components, the burden of maintaining them would be prohibitive to institutions with few courses in those domains. This work presents a standard based approach for the coordination of a network of e-Learning systems participating on the automatic evaluation of programming exercises. The proposed approach uses a pivot component to orchestrate the interaction among all the systems using communication standards. This approach was validated through its effective use on classroom and we present some preliminary results.

Abstract
As gamification spreads to new areas, new applications are being developed and the interest in evaluating gamified systems continues to grow. To date, however, no one has comprehensively approached this topic: multiple evaluation dimensions and measures have been proposed and applied without any effort to organize them into a full gamut of tools for the multi-dimensional evaluation of gamified systems. This paper addresses this gap by proposing GATUGU, a set of six perspectives of evaluation of gamified systems: General effects of gamification, Area-specific effects of gamification, Technical quality of gamified systems, Use of gamified systems, Gamefulness of gamified systems, and User experience of gamified systems. For each perspective, GATUGU indicates the relevant dimensions of evaluation, and, for each dimension, one measure is suggested. GATUGU does not introduce any new measurement tools but merely recommends one of the available tools for each dimension, considering their popularity and ease of use. GATUGU can guide researchers in selecting gamification system evaluation perspectives and dimensions and in finding adequate measurement tools. Thanks to conforming to GATUGU, the published gamification system evaluation results will become easier to compare and to perform various kinds of meta-analyses on them.

Abstract
Web programming education is an important component of modern computer science curricula. Assessing students’ web programming skills can be time-consuming and challenging for educators. This paper introduces Webpal, an automated assessment tool for web programming exercises in entry-level courses. Webpal evaluates web applications coded in HTML, CSS, and Javascript, and provides feedback to students. This tool integrates with Virtual Learning Environments (VLEs) through an API, allowing the creation, storage, and access to exercises while assessing student attempts based on the created exercises. The evaluation process comprises various subcomponents: static assessment, interface matching, functional testing, and feedback management. This approach aims to provide feedback that helps students overcome their challenges in web programming assignments. This paper also presents a demo showcasing the tool’s features and functionality in a simulated VLE environment. © Luís Maia Costa, José Paulo Leal, and Ricardo Queirós; licensed under Creative Commons License CC-BY 4.0.

Abstract
The paper discusses an ongoing project that aims to enhance the UX of teachers while using e-learning systems. Specifically, the project focuses on developing the teacher’s user interface (UI) for Agni, a web-based code playground for learning JavaScript. The goal is to design an intuitive UI with valuable features that will encourage more teachers to use the system. To achieve this goal, the paper explores the use of a headless Content Management System (CMS) called Strapi. The primary research question the paper seeks to answer is whether a headless CMS, specifically Strapi, can provide a good UX to teachers. A usability evaluation of the built-in Strapi UI for content creation and management reveals it to be generally consistent and user-friendly but challenging and unintuitive to create courses with programming exercises. As a result, the decision was made to develop a new teacher’s UI based on the existing Agni UI for students in an editable version. Once the development is complete, a new usability evaluation of the fully developed teacher’s UI will be conducted with the Strapi UI evaluation as a baseline for comparison. © Yannik Bauer, José Paulo Leal, and Ricardo Queirós; licensed under Creative Commons License CC-BY 4.0.

Abstract

Abstract
In this chapter, we describe the design and implementation of a Pedagogical Innovation Center (PIC) at the Polytechnic of Porto. The COVID-19 pandemic disrupted our day to day lives, our businesses, the world trade and movements. Education was not spared. In fact, it was one of the sectors most heavily affected by COVID-19 pandemic. Teachers were forced, from night to day, to adjust a purely face-to-face teaching style, to a 100\% online set. This is known as emergency remote teaching. Several difficulties have arisen both for teachers and students. The first had to structure all their teaching materials from scratch, had to design and apply new assessment methods, and struggled to get their students' motivation. On their side, the students lacked engagement, social interaction with peers and teachers, the ability to have a more autonomous learning style. © 2023, IGI Global. All rights reserved.