Abstract
The use of mobile conversations is increasing all around the world. A conversational agent (CA) is mostly useful due to the fast response times and their simple nature. Recently, we have seen the development and increasing use of dialog systems on the Web. A conversational agent (CA) is a system capable of conversing with a user in natural language, in a way that it simulates a human dialog. Examples of CA can be found in several areas, including healthcare, entertainment, business, and education. In this paper a state of the art review of these dialog systems is presented, comprising different categories, different approaches and trends. The purpose of this work is to identify and compare the main existing approaches for building CA, categorizing them and highlighting the main strengths and weaknesses. Furthermore, it seeks to contextualize their use in an educational context and to discover the issues related to this task that may help in the choice of future investigations in the area of conversational natural language processing in educational context.

Abstract
Second Life (SL), a widely used Three-Dimensional Virtual World (3DVW), is being used as a tool for eLearning because of its interaction capabilities. On the other hand, accessibility is growing as a requirement for eLearning software tools, mainly because it can be an important factor for the learning process success by the impaired. In this paper we evaluate the accessibility of SL under WCAG 2.0/2.1 principles, and compare it with Moodle, which is a widely used web-based eLearning tool. We found that neither Moodle nor SL complies with accessibility under WCAG 2.0/2.1 rules, but SL does present itself as more accessible than Moodle. Moreover, WCAG 2.0/2.1 has several requirements specific for web pages, although they do not apply to 3DVWs. In this study, we intent to give a step forward towards evaluating emerging 3D virtual environments, like Metaverse, in the context of accessibility in the eLearning tools.

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Abstract
This paper presents an educational resource to support the teaching of Portuguese sign language. This educational resource emerges in response to the significant needs for the development of adequate digital tools to support deaf people in different tasks, especially in the language learning process. This work is motivated by the results and conclusions from previous studies that identify augmented reality as one of the promising solutions to improve the learning and teaching processes, and benefits from the advances already accomplished in the development and application of augmented reality solutions in several domains of the educational environment. The educational resource presented in this work is an augmented reality solution that enables associating hand gestures, representative of Portuguese sign language, to different cards, which represent different letters of the alphabet. In this way, it is possible to associate the alphabet letters with the respective gestures in a visual and straightforward way, facilitating the learning process.

Abstract
The evolution of virtual reality (VR) technologies has been notorious, both for leisure activities and for activities related to education. The efficiency of this technology in education leads us to point out several benefits and strengths, for students with specific educational needs (SEN), especially for those with autism spectrum disorders (ASD). In this sense, the growing number of students with ASD requires us to innovate so that we can rehabilitate this group of students, giving them a better quality of life. We can improve their skills: social, behavioural, emotional, cognitive; and even their daily tasks. VR offers a panoply of tools, such as interactive three-dimensional simulations of scenarios that can be used with students with ASD. In this literature review several studies were identified, where they differ in the type of applications developed and the technology used by the students. Although optimism prevails, we need more studies on the use of this technology in educational settings. Thus, this article presents a systematic review of the state of the art on VR perspectives and case studies applied to students with ASD. Case studies are presented where VR technology has been successfully applied and with results that demonstrate the effectiveness of the technology in students with ASD. We are aware that much has to be done still to make the potential of VR an effective reality in the educational context and to allow a better quality of life for students with autism spectrum disorders. Also, we believe that in the next years teachers will be ever more capable of creating specific VR experiences. However, it is essential to have a solid theoretical basis to support the correct use of VR regarding students with ASD. This is our goal with this contribution. © 2022 ACM.

Abstract