Abstract

Abstract

Abstract
The goal of the SimProgramming approach is to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming, developing an appropriate set of learning strategies. We implemented it at the University of Trás-os-Montes e Alto Douro (Portugal), in two courses (PM3 and PM4) of the bachelor programmes in Informatics Engineering and ICT. We conducted semi-structured interviews with students (n=38) at the end of the courses, to identify the students' strategies for self-regulation of learning in the assignment. We found that students changed some of their strategies from one course edition to the following one and that changes are related to the SimProgramming approach. We believe that changes to the educational approach were appropriate to support the assignment goals. We recommend applying the SimProgramming approach in other educational contexts, to improve educational practices by including techniques to help students in their learning. © 2018 Production.

Abstract
Gesture-based interfaces to control systems using full body or upper torso motions are becoming more common, particularly in the entertainment industry but increasingly in other domains. These interfaces may represent significant hurdles for individuals with motion or balance impairments. Even for non-impaired users, commands which are not readily represented by body mimicry require users to learn new non-intuitive gestures for adding layers of complexity in commands. In this paper, a reflection and clarification of these challenges is presented, based on some sample usage cases. Then a possibly solution path is presented, resorting to an idea originating in a science fiction novel, the shamanic interface imagined by Daniel Suarez. A reflection on its feasibility and on possible paths towards its creation is presented, as well as the possible impacts to render gesture-based interfaces more accessible to all and potentially easier to learn due to enhanced cultural awareness. The basic idea presented in this reflection paper is that the creation of a concern-separation layer between the gestures being executed by the users and their interpretation by computing systems can contribute both to the access by users with special needs and to all users in general, by enabling customized approaches to gesture-based control. (C) 2013 The Authors. Published by Elsevier B.V.

Abstract
The SimProgramming teaching approach has the goal to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming and prepare them for real-world labour environments, adopting learning strategies. It immerses learners in a businesslike learning environment, where students develop a problem-based learning activity with a specific set of tasks, one of which is filling weekly individual forms. We conducted thematic analysis of 401 weekly forms, to identify the students' strategies for self-regulation of learning during assignment. The students are adopting different strategies in each phase of the approach. The early phases are devoted to organization and planning, later phases focus on applying theoretical knowledge and hands-on programming. Based on the results, we recommend the development of educational practices to help students conduct self-reflection of their performance during tasks.

Abstract
Traditional approaches to virtual archaeology include dealing with research methods to capture information from heritage sites, creating models out of that information and how to present them to the public; these are intense technical procedures which might be too costly for some types of history or heritage-based projects. Virtual worlds allowed new types of models of/for heritage sites to be produced and disseminated at a fraction of the cost.Second Life®, and its open source counterpart, OpenSimulator, are virtual world platforms with user-generated content. 3D models are created in real time and instantly rendered for all visitors. This allows amateurs and researchers create their own virtual archaeology projects easily and with few costs, and to have the resulting models immediately available to a vast community of users. This article presents an overview of four different approaches to virtual archaeology projects that are present in these platforms and that have been publicly discussed and analyzed; in particular, the last type shows a novel approach to virtual archaeology which is not found in other platforms, and explains how researchers have managed to extend the concept to new areas and develop methodologies to incorporate the validation of historical accuracy to encompass these areas.