Abstract
This paper aims to explore and describe fundamental factors that influence the knowledge and use of Information and Communication Technologies (ICT), in particular of Educational Software (ES) as a tool, by teachers who teach mathematics in any portuguese teaching cycle. The adopted method has a descriptive and exploratory nature, focusing on a quantitative paradigm. The study participants were 96 teachers who teach mathematics, from various elementary and secondary schools, from different regions of Portugal, as well as from other countries where the portuguese curriculum is inserted. The questionnaire, the chi-square independence test and Cramer's V test were used as instruments. Data analysis was performed using SPSS (version 25) and Excel (Office 2016). The results suggest that the age, gender and length of service of mathematics teachers may be factors that influence the knowledge and use of Kahoot ES and that having training may be an essential condition for the use of Modellus and Scratch ESs. We did not find any relationship of dependence between having training and the use of the rule and compass ES by the respondents.

Abstract
In this paper, we aimed at exploring the use of iconographic navigation to support inclusive and accessible search for Web content through an extension for Google Chrome browser, entitled Extension Icon. Despite Extension Icon was developed to be a solution that allows people with intellectual disabilities to search autonomously using an iconographic navigation, supported by platforms as Vimeo and YouTube, it intends to be an accessible solution for ALL users. Through participatory design, the solution was iteratively developed and with the outcomes it was obtained two versions of this solution. Therefore, in this paper we described the design, implementation and assessment of two Extension Icon versions. Specifically, twenty-eight participants were invited - 18 people with intellectual disabilities and 10 people without of disability - in order to evaluate and participated in the iterative development of the solution. The user preliminary feedbacks showed a major concern regarding the graphical interface therefore it was redesigned to improve and present a more appealing interface. Overall, user tests carried out with the two versions showed and effective, efficient and satisfactory user interaction. © 2020, Springer Nature Switzerland AG.

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

Abstract
The academic performance of a higher education student can be affected by several factors and in most cases Higher Education Institutions (HEI) have programs to intervene, prevent failure or students dropping out. These include student tutoring, mentoring, recovery classes, summer school, etc. Being able to identify the borderline cases is extremely important for planning and intervening in time. This position paper reports on an ongoing project, being developed at the University of Trás-os-Montes e Alto Douro (UTAD), which uses the students’ data and artificial intelligence algorithms to create models and predict the performance of students and classes. The main objective of the IA.EDU project is to research the usage of data, artificial intelligence and data science to create artificial intelligence solutions, including models and applications, to provide predictive information that can contribute to the increase in students’ academic success and a reduction in the dropout rate, by making it possible to act proactively with the students at risk, course directors and course designers. © 2020, Springer Nature Switzerland AG.