Abstract
This paper describes the EmbodiMentor, an interaction concept and metaphor that aims to enable users to embody a different person or character's perspective, specify or modify his/her/its emotional elements and conditioning elements, and experience the resulting changes. Its use case scenario is the education and training of foreign languages and intercultural communication skills, were contextualization and first person experiences in common settings are key for practical skill acquisitions. It was born as the microscience-fiction prototype "Frances can't sleep. She crawls out of bed and with her EmbodiMentor runs through a range of a client's emotional states, pitching to each one. She then falls asleep." The application of the science fiction prototyping concept has been proven a strong approach to develop and investigate innovative applications of emerging technologies. © 2016 ACM.

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
Three dimensional virtual worlds (3DVW) have experienced a large growth in number of users, and are being used for collaboration activities. In parallel, the research field of Computer Supported Cooperative Work (CSCW) has developed taxonomies to classify systems that support collaboration. However, the CSCW perspective presents a bias towards traditional user interface paradigms, whose affordances are quite distinct from those of 3DVW, which include features such as the spatial environment, embodiment, and their dynamics. These are features which are regarded as significant factors in the research field of Presence, and yet, in our opinion, are not well appreciated from the perspective of CSCW analysis. Because of this, we question of the ability of CSCW taxonomies to properly describe the collaboration characteristics of 3DVW. By "properly", we mean to say that 3DVW bring to fore collaboration characteristics that are in fact distinctive of them as collaboration tools, impacting collaboration in ways that are seldom found in usual groupware, and yet CSCW taxonomies do not distinguish them. We posit that these features should be contemplated in CSCW taxonomies and their usefulness taken into account in the development of future systems that aim to support collaboration.

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
Gesture-controlled applications typically are tied to specific gestures, and also tied to specific recognition methods and specific gesture-detection devices. We propose a concern-separation architecture, which mediates the following concerns: gesture acquisition; gesture recognition; and gestural control. It enables application developers to respond to gesture-independent commands, recognized using plug-in gesture-recognition modules that process gesture data via both device-dependent and device-independent data formats and callbacks. Its feasibility is demonstrated with a sample implementation.

Abstract
Entrepreneurship education is increasingly being promoted, driven by a wide consensus in modern societies concerning its benefits in fostering the development of several professional and personal attitudes and skills, such as business expertise, creativity, risk assessment or responsibility. In this context, several authorities have been actively developing policies and activities to empower entrepreneurship culture in young people. Serious Games are recognized as having an important role and potential in education and social networks emerged in the last decade as the platform preferred by many people to socialize, play games or conduct professional activities. This paper presents a proposal for BIZZY, a serious game to be developed and implemented as a Facebook application, to enable young people in the range 12-18 years old to learn entrepreneurial skills progressively, by guiding them to develop a business project from the early idea to the business plan.