Abstract
To study how emotions affect people in expressive writing, scientists require tools to aid them in their research. The researchers at M-BW use an Experiment Management System, called HandSpy to store and analyze the hand-written productions of participants. The input is stored as digital ink and then displayed on a web-based interface. To assist the project, HandSpy integrates with new sources of information to help researchers visualize the link between psychophysiological data and written input. The newly acquired data is synchronized with the existing burst-pause interval model and represented on the user interface of the platform together with the already existing information.

Abstract
A learning path is the implementation of a curriculum design. It consists of a set of learning activities that help users achieve particular learning goals. Personalizing these paths became a significant task due to differences in users' limitations, backgrounds, goals, etc. Since the last decade, researchers have proposed a variety of learning path personalization methods using different techniques and approaches. In this paper, we present an overview of the methods that are applied to personalize learning paths as well as their advantages and disadvantages. The main parameters for personalizing learning paths are also described. In addition, we present approaches that are used to evaluate path personalization methods. Finally, we highlight the most significant challenges of these methods, which need to be tackled in order to enhance the quality of the personalization.

Abstract
Loss of motivation is one of the most prominent concerns in programming education as it negatively impacts time dedicated to practice, which is crucial for novice programmers. Of the distinct techniques introduced in the literature to engage students, gamification, is likely the most widely explored and fruitful. Game elements that intrinsically motivate students, such as graphical feedback and game-thinking, reveal more reliable long-term positive effects, but those involve significant development effort. This paper proposes a game-based assessment environment for programming challenges, built on top of a specialized framework, in which students develop a program to control the player, henceforth called Software Agent (SA). During the coding phase, students can resort to the graphical feedback demonstrating how the game unfolds to improve their programs and complete the proposed tasks. This environment also promotes competition through competitive evaluation and tournaments among SAs, optionally organized at the end by the teacher. Moreover, the validation of the effectiveness of Asura in increasing undergraduate students' motivation and, consequently, the practice of programming is reported.

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