Abstract
This paper is about the development of 3D simulators for supplementary instruction in professional training with complex learning tasks and material, human and economic constraints. We present a theoretical framework describing and explaining how a simulator can support the fundamental interaction dynamics in learning settings (interaction with reality, with others and with the learner himself. We describe the development of an actual 3D simulator (for installing the engine in an F-16 fighter aircraft) and present its next phases. We discuss how our theoretical framework fits and explains the development phases of a 3D simulator to meet the intended learning outcomes and how it can help in the development of simulators with similar purposes.

Abstract
This paper presents an on-going work around accessibility issues within the use of social media. With a lack of background in this field, the purpose of the study was to analyze the accessibility levels of different social media websites and aggregators. Based on W3C Web Content Accessibility Guidelines, we have selected three automatic evaluation tools in order to realize a first set of preliminary tests. We verified that none of the websites clearly passed in the evaluation process and our sample didn't meet the adopted accessibility guidelines. The errors occurrence within the social media aggregators' tests was less than in the social media websites. Therefore, it seems to be indisputable to propose a tool that allows users to manage their own social media websites accounts in a more accessible way. Thus, this study presents a list of defined requirements to implement an accessible social media aggregator solution. © 2013 Springer-Verlag Berlin Heidelberg.

Abstract

Abstract
To enhance older citizen's practice of physical exercise, we present the architecture, development, and pilot testing of a multiuser online gymnasium based on Kinect motion capture and OpenSimulator, which aims to enable socialization and supervision of exercise practice without travel requirements. The prototype was tested simultaneously with 4 elders at different locations, providing data on the feasibility of the approach and informing subsequent development and research.

Abstract
People with visual impairments face serious challenges while moving from one place to another. This is a difficult challenge that involves obstacle avoidance, staying on street walks, finding doors, knowing the current location and keeping on track through the desired course, until the destination is reached. While assistive technology has contributed to the improvement of the quality of life of people with disabilities, people with visual impairment still face enormous limitations in terms of their mobility. There is still an enormous lack of availability of information that can be used to assist them, as well as a lack of sufficient precision in terms of the estimation of the user's location. This paper proposes an infrastructure to assist the estimation of the user's location with high precision using Radio Frequency Identification, providing seamless availability of location based services for the blind, whether indoor or outdoor. © 2013 Springer-Verlag.

Abstract
Computer programming courses in higher education tend to have high rates of academic failure and students struggle, particularly so in the transition from entry-level programming to advanced programming. Some of the reasons given in the literature relate to the type of teaching approach and the strategies used by students and their attitudes towards computer programming. The literature also mentions that educational approaches are not always appropriate to the needs of students and to the development of skills required in the job market. We developed a teaching approach to try to address some of these issues and support students learning computer programming in the transition from entry-level to advanced computer programming: the SimProgramming approach. This approach was introduced at the University of Tros-os-Montes e Alto Douro (Portugal), within the scope of the course " Programming Methodologies III", part of the second curricular year of the programmes of studies in Informatics Engineering and in Information & Communication Technologies. We present in detail the origins of the SimProgramming approach, starting from the first trials that introduced, in two iterations, learning activities based on problem-based learning, and up to the third iteration where the current SimProgramming approach was implemented. We describe the reasoning, design and implementation of these three iterations, to show how the approach evolved. The SimProgramming approach is based in four conceptual foundations: business-like learning environment, self-regulated learning, co-regulated learning and formative assessment. For each of these conceptual foundations, we explain the teaching strategies adopted. In SimProgramming, the learning activity process develops in four phases, and students have specific tasks in each phase. We analyse interview data regarding student perceptions about the SimProgramming approach, and registration grids data on team work dynamics and final assessment of the assignment, noting the impact of SimProgramming in student grades. The application of SimProgramming revealed promising evidences in the overall results of student learning in the activities proposed in this approach. The average grades improved, and did the number of students regularly submitting their tasks on schedule. The perceptions of students regarding the SimProgramming approach are very positive: they recommend using it in the following years, and provided some suggestions to improve the approach. We conclude with reflections and recommendations for subsequent development of the SimProgramming approach in its application to the teaching of computer programming and potential for using it in other educational contexts.