Abstract
This paper presents an action research study aiming to motivate undergraduate students to develop their computer programming learning skills, particularly within the transition from beginner to proficient level. The SimProgramming motivational approach is presented as a didactic proposal for this context. From the results of this iterative research process, we concluded that SimProgramming is a promising tool for teaching computer programming skills in intermediate classes, with potential to be used and/or applied in other educational contexts. © 2021, Springer Nature Switzerland AG.

Abstract
Augmented Reality (AR) is a field of knowledge that emerged in the middle of the last century, and its use has been spreading because of its usefulness, but also because of mobile platforms, accessible to most users. AR characteristics are valued in several fields of human activity, and also in the field of Education and Training, being AR pointed out as useful to the learning process. In this paper we search and analyse surveys and reviews of AR. We present a AR’s definition, and we create a classification scheme of two dimensions for AR: the dimension of the fields of application of AR, and the dimension of the technologies of AR. © 2021, Springer Nature Switzerland AG.

Abstract
The use of Educational Software (ES) in education has become essential for teachers and students. On the one hand, the effectiveness of its use may facilitate the acquisition of learning and on the other hand, it may enable a better transmission of the contents. In this sense, it is necessary to provide teachers with tools that allow them to develop successful pedagogical actions with appealing and innovative resources, capable of stimulating creativity and motivating students for learning. The aim of this study is to ascertain the knowledge and the use by teachers of ES Kahoot, GeoGebra and Texas Ti-Nspire, in what type of content, activities and what is the impact of their use in the teaching of Geometry and Measurement (GM), whether in teaching practice of teachers, or in the learning of students. The adopted method has a qualitative nature, with characteristics of a case study. Fourteen teachers who teach Mathematics at various schools in Portugal participated. Two questionnaires and a challenge that consisted of the elaboration of tasks were used as instruments. Data analysis was performed using Excel (Office 2016) and content analysis of the answers given, and the tasks developed. The results suggest that of the three ES, Kahoot was the most unknown and was the most chosen by teachers to develop different GM content. The reasons are also described as to why these ES may cause an improvement in the teaching practices of teachers, as well as motivation and student learning. © 2021, Springer Nature Switzerland AG.

Abstract
Tailoring of the user experience to each individuals needs and preferences can lead to more accessible solutions. Adaptation has a key role on matching the systems characteristics with the user needs. This can be achieved with personalization (system-driven adaptation) or customization (user-driven adaptation). Personalization have good results on matching the user needs but raises concerns about privacy and how the information is retrieved. Customizations require that the user manually choose the preferences configuration. This article proposed two versions of a web wizard to elicit the accessibility preferences. One version was based on a quiz and the other one presented small interactive activities. The activities version was proposed to help reduce the burden of configuration by implicitly eliciting the user preferences through interactive small activities. The preliminary results with healthy participants suggest that both versions obtained a positive evaluation. However, there was no major difference between each wizard. The causes of these findings are discussed.

Abstract

Abstract
Virtual worlds, particularly those able to provide a three-dimensional physical space, have features that make them suitable to support collaborative activities. These features distinguish virtual worlds from other collaboration tools, but current taxonomies of the field of Computer-Supported Cooperative Work do not account for several distinctive features of virtual worlds, namely those related with non-verbal communication. We intended to find out how the use of an avatar, gestures, spatial sounds, etc., influence collaboration in order to be able to include non-verbal communication in taxonomies of the field Computer-Supported Cooperative Work. Several cases of collaboration in virtual worlds are analysed, to find the impact of these non-verbal characteristics of virtual worlds. We proposed adding the concept of Presence to taxonomies of Computer-Supported Cooperative Work and contribute with guidance for future taxonomy development that includes it as a new dimension. This new dimension of Presence is subdivided into "avatar" and "physical space" subdimensions. In turn, these are divided into "physical appearance", "gestures, sounds and animations" and "focus, nimbus and aura"; "environment" and "objects / artefacts". This new taxonomy-development proposal may contribute to inform better design of virtual worlds in support of cooperative work.