Abstract

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Abstract
In this paper, it is described a multimedia interactive technology to enhance learning for children with learning disabilities. Developed with a user-centered design philosophy, it aims to present an easy user interaction environment to focus students on learning of reading and/or writing activities. With this purpose, it is described the solution developed and the usability assessment, through heuristics and user tests. The heuristics results revealed some minor problems in the design contents (that will be treated in a second version). However, the user tests showed children performed all tasks with success, not only in the offered time but also with no difficulty. Furthermore, they seemed satisfied and motivated to continue the interaction autonomously. © 2019 Association for Computing Machinery.

Abstract
In this paper, a game interface for children with learning difficulties designed to enable learning and training the interaction with a QWERTY keyboard, therefore enhancing digital literacy and inclusion, is presented. Specifically, the interface presented writing activities with several difficulty levels, from monosyllabic to polysyllabic words, allowing the training with the QWERTY Keyboard. To assess usability of the interface we performed a preliminary user test with ten children with learning disabilities and it was register the following usability variables: efficiency, effectiveness and satisfaction. The main results showed that children improved their performance with the keyboard throughout the activities but showed spelling difficulties in higher difficulty levels. These difficulties were not in interaction with the QWERTY keyboard but in the word spelling. Still, all conclude tasks with success, no one dropout.

Abstract
Nowadays statistics plays a major role either in society or in the research fields, with a particular emphasis in decision-making, therefore the importance of statistical inference. Statistical inference teaching is a new chapter, so this is an innovative study in Angola, since the scientific council of Polytechnic School of Malanje (PSM, Angola) had to agree to change the course syllabus in order to include the topics of statistical inference, in which confidence intervals (CI) and hypothesis testing were proposed by the first time in Angolan higher education. This work is part of a broader research that has adopted the theoretical framework of the Ontosemiotic Approach (OSA) since we are trying to overcome the error and difficulties of the students, using the semiotic conflict concept. Those conflicts are of two kinds: conflicts in using the new concepts of CI and conflicts that arise by the use of the spreadsheet. In this smaller work, we focus on the teaching of confidence intervals using the spreadsheet, in the course of Probabilities and Statistics in the PSM (Angola) during the academic year 2017/2018. The statistical inference through teaching confidence intervals in the course of Probability and Statistics of PSM was taught for the first time, as well as the a technologic tool, the spreadsheet. In this paper, our main goal is to present the classes planning of this module and it is qualitative and descriptive work. After the planning stage, we describe what the students were asked to do with the spreadsheet after completing the suggested problems using paper and pencil. The spreadsheet was selected since all students have it in their laptop and they may easily use it. During this first implementation of the CI classes, students did find the difficulties and made some of the errors described in the literature. Nevertheless, we noticed a great satisfaction from the students and they were motivated with this theme, and were very enthusiastic by the use of the spreadsheet and hopefully other topics in this Probabilities and Statistics course will also use it.