Abstract
Even though being perceived as a novel approach, multiple authors claim that the digital transition of all sectors in society started when information and communication technologies (ICT) started to be an integral part of our daily lives. The education sector currently represents one of the contexts where the use of ICT is more promising and allows to reach greater benefits, mostly due to the wide range of tools, applications, and management and methodological approaches that are associated with e-learning. With the above in mind, a bibliometric analysis of the e-learning adoption topic has been performed, aiming on delivering a detailed analysis of the status of the topic. This analysis was carried out by analyzing the scientific literature indexed in the Scopus database that addressed the multiple stages of the e-learning adoption process (i.e., acceptance, adoption, and use). Our study analyzed 896 documents published between 1989 and 2021, of which 98.3% represented papers published in journals and conference proceedings.

Abstract
The Accessibility Requirements Tool for Information and Communication Technologies (FRlATIC) was developed within the work of a doctoral project, at the University of Tras-os-Montes and Alto Douro, and may be used at various stages of public procurement processes as well as projects and developments that include ICT products and services. This tool helps to consult, determine and assess the accessibility requirements for ICT products and services in European Standard EN 301 549 supporting the legislation in the field of public procurement for the countries of the European Union - Directive 2014/24/EU. This study focuses on the validation of the FRATIC prototype with 25 experts in the areas of accessibility, assistive technologies and public procurement, by conducting semi-structured interviews on this research subject and the FRATIC tool in particular, which were conducted after performing usability tests with the tool. A thematic analysis method was used to assess the qualitative data from the interviews.

Abstract
A critical factor in immersive educational narratives is identification by students with the characters. In this work-in-progress analyzes the process of rendering characters from textual narratives into visual form by non-artists (i.e., instructors). We tried to match archetypes with their visual representation through the platforms: Pixton, Powtoon (both 2D) and The Sims4 (3D). The limitations of characterization can impact students' narrative immersion. As future work we intend to test with the target group and observe the improvements needed to increase identification and sense of immersion in the narrative.

Abstract
Research data on the activities of student teams in online learning environments are relevant for evaluating instructional methods, strategies, tools, and materials. For research data sharing and publication purposes, these personal data must be anonymized or pseudonymized as recommended by data protection and privacy policies. This paper addresses issues related to anonymizing and pseudonymizing student data on the Slack teamwork platform, one often employed in educational and business settings. Issues are discussed from two perspectives: data extraction and data transformation. Difficulties and challenges concerning data extraction and transformation are described. The complexities of these two processes are considered, and a starting point for developing more efficient methods is put forward.

Abstract
It is increasingly required that Engineering Education courses include activities that promote the development of cognitive skills, such as metacognition. However, including such activities is challenging for lecturers, particularly in Distance Learning contexts. It is also complex, when working online, for teaching staff to carry out monitoring of the metacognitive learning processes of students, understand their difficulties, and provide formative feedback. In this work, we present the design and discussion of a pedagogical strategy: Metacognitive Challenges (MC), which allows lecturers to monitor the evolution of students' perceptions regarding their learning process We discuss how lecturers can use MCs for formative assessment and how to weave this intervention with individual students or groups. The Design Science Research methodology was adopted for the design, implementation, and demonstration of MCs, applied in a Software Engineering course within a distance learning Informatics Engineering undergraduate programme. We exemplify how MCs have the potential to support monitoring of students' cognitive and metacognitive processes and offer a set of guidelines on how the teaching staff can use them. In future work, we intend to evaluate the effectiveness of MCs in different teaching contexts, and develop technological solutions that facilitate the monitoring process (reduce the time and effort required for analysis of MC content). © 2022 University of Minho. All rights reserved.

Abstract
Os ambientes de aprendizagem imersivos são espaços onde se coocorrem dois fenómenos complexos: a aprendizagem e a imersão, levantando dificuldades de interpretação e, consequentemente, da liberdade de decisão dos participantes para sua orquestração pedagógica ou de aprendizagem. Neste trabalho apresenta-se uma conceptualização teórica que combina estes fenómenos, com o objetivo de contribuir para a resolução deste problema. Demonstra-se através de cinco casos como esta conceptualização permite novas formas de interpretar e analisar a aprendizagem, para dessa forma concretizar o potencial de impacte sobre a orquestração pedagógica e a regulação da aprendizagem.