Teaching computational thinking for children has reached ample dimensions along the last decade, and has culminated in the creation of various products, programs and projects that aim to democratize the access to this body of knowledge. However, cognitive, motor and affective factors have appeared as particular challenges when we are teaching computational thinking to children in the literacy phase, where the stories are a particularly relevant part of the learning process and children's development. Thus this study has aimed to articulate the inclusion of storytelling in experiences of teaching computational thinking to young children, analyzing this possibility considering the proposition of an artifact based on transmedia storytelling for teaching computational thinking and seeks to understand what are the implications of child-computer interaction in this artifact.

Stakeholder engagement is a key aspect for the successful implementation of Learning Analytics (LA) in Higher Education Institutions (HEIs). Studies in Europe and Latin America (LATAM) indicate that, overall, instructors and students have positive views on LA adoption, but there are differences between their ideal expectations and what they consider realistic in the context of their institutions. So far, very little has been found about stakeholders’ views on LA in Brazilian higher education. By replicating the survey conducted in other countries, in seven Brazilian HEIs, we found convergences both with Europe and LATAM, reinforcing the need for local diagnosis and indicating the risk of assuming a ”LATAM identity”. Our findings contribute to building a corpus of knowledge on stakeholders expectations with a contextualised comprehension of the gaps between ideal and predicted scenarios, which can inform institutional policies for LA implementation in Brazil.

According to the World Health Organization, an estimated one billion people live with a disability. Millions of them are non-verbal and also experience motor-skill challenges. The restrictions on participation and communication caused by such disabilities often lead to discrimination and social exclusion, including the lack of access to formal education. Augmentative and Alternative Communication (AAC) is a method to afford communication for people with speech impairment. Software applications that implement AAC bring benefits of adaptability and personalization over traditional paper-based methods, but their usability needs improvement, particularly to increase user autonomy. This paper presents an interface redesign of the Livox AAC application, and a new user onboarding process based on user research to adjust the interface to user needs, contributing to user autonomy on AAC use.

Several tools to support learning processes based on educational data have emerged from research on Learning Analytics (LA) in the last few years. These tools aim to support students and instructors in daily activities, and academic managers in making institutional decisions. Although the adoption of LA tools is spreading, the field still needs to deepen the understanding of the contexts where learning takes place, and of the views of the stakeholders involved in implementing and using these tools. In this sense, the SHEILA framework proposes a set of instruments to perform a detailed analysis of the expectations and needs of different stakeholders in higher education institutions, regarding the adoption of LA. Moreover, there is a lacuna in research on stakeholders' expectations from LA outside the Global North. Therefore, this paper reports on the findings of the application of interviews and focus groups, based on the SHEILA framework, with students and teaching staff from a Brazilian public university, to investigate their perceptions of the potential benefits and risks of using LA in higher education in the country. Findings indicate that there is a high interest in using LA for improving the learning experience, in particular, being able to provide personalized feedback, to adapt teaching practices to students' needs, and to make evidence-based pedagogical decisions. From the analysis of these perspectives, we point to opportunities for using LA in Brazilian higher education.

In recent years, several tools to support learning processes have emerged from the research on Learning Analytics (LA). However, little attention has been given to the contexts where learning takes place, and to the stakeholders involved in implementing and using these tools. Following the SHEILA Framework, we present the results of interviews and focus groups with students from a Brazilian public university on their perceptions of the potential and risks of using LA in higher education. Findings indicate great difficulties to use the Learning Management System; lack of effective communication with teaching staff; lack of quality and timely feedback; high perceived value of personalization; rejection of competition and rankings; issues with self-confidence; and trustworthiness of the educational institution. From the analysis of students' perspectives, we point to opportunities to use LA in the context of a Brazilian public university.

Basic numerical competencies developed in kindergarten form the foundations of math achievement. This indicates the importance of early interventions in the case of numerical difficulties. Building on research on math manipulatives and tangible interfaces, we developed a training of basic numerical competencies using an interactive tabletop in combination with physical LEGO-like blocks. In an experiment, we evaluated the effectiveness of the training on children's learning of the partner number concept, basic numerical competencies and number line estimation, compared to a content-wise similar training with physical manipulatives and a human tutor. We observed significant increases in children's understanding of the partner number concept and basic numerical competencies in both training conditions, but no differential training effects. As children can play on the interactive surface with reasonable autonomy, it seems to provide a low threshold possibility to enrich kindergarten education on numerical concepts.

One of the challenges in children education is the inclusion of students with Down syndrome in regular schools. Some studies have discussed the advantages of using technological resources as mediation tools in literacy processes, as well as the impact of these resources in the distance education modality. However, an issue identified in the current state of the art is the lack of initiatives related to virtual learning environments (VLE) as a complementary resource in special education to improve literacy. To achieve this, it is important to analyze and evaluate criteria for choosing a VLE that considers the needs of students with Down syndrome. Considering this context, this paper presents an approach for evaluating VLEs considering specific requirements of students with Down syndrome. In addition, four virtual learning environments are analyzed in terms of adequacy considering the requirements for these students.

Intellectual disabilities cause significant sub-average achievement in learning, which, from a socio-constructionist perspective, can be addressed by using adequate tools. Tangible technologies are considered particularly promising tools to help children with intellectual disabilities, by enabling accessible interaction through physical manipulation, in conjunction with digital representations. However, the field lacks focused studies, as nascent research has to date produced mostly generic results. This article presents empirical studies where children with intellectual disabilities interacted with four tangible systems. Analysis focused on children's perceptions of affordances and representation modalities. Results showed the predominance of physical representations over digital, and the importance of informational feedback to avoid misconceptions from perceived physical affordances. Visual representations were found to be the most easily perceived and understood among digital representations, while the auditory mode proved challenging for perception and comprehension. Six guidelines for tangibles design were derived that take into account the particular needs of children with intellectual disabilities.

Students with intellectual disabilities tend to be reliant on other people's opinions and attitudes, and fear taking the initiative. Thus, they are reluctant to independently undertake activities required in exploratory learning contexts -- a pedagogical approach recommended by constructivist theories. This research aims to investigate how different aspects of tangibles, like physicality, multisensory and dynamic feedback, can better support more independent exploration for students with intellectual disabilities. Empirical studies were undertaken where forty-six students with intellectual disabilities used four different tangible systems for exploratory activities. Preliminary results provide indications for adequate design choices under the categories of action-effect mapping, types of representations, embedded meanings and conceptual metaphors, and actions.

Students with intellectual disabilities tend to be reliant on other people's opinions and attitudes, and fear taking initiatives. Thus, they are reluctant to independently undertake activities of exploratory learning -- a pedagogical approach recommended by constructivist theories. This research aims to investigate how different aspects of tangibles can better support more independent exploration for students with intellectual disabilities. In this paper we discuss three relevant themes that have emerged from ongoing analysis of empirical studies where children with intellectual disabilities experimented with four different tangible systems: the importance of both space and time dimensions of embodiment; the complexity of conveying concepts through audio representations; and the role of actions both as cognitive resources for thinking and expression.

Students with intellectual disabilities tend to be reliant on other people's opinions and attitudes, and fear taking initiatives. Thus, they are reluctant to independently undertake activities of exploratory learning -- a pedagogical approach recommended by constructivist theories. This research aims to investigate how different aspects of tangibles, like physicality, multisensory and dynamic feedback, can better support more independent exploration for students with intellectual disabilities.

Engagement is a frequently reported measure in evaluation studies of technology mediated learning environments. In the context of novel digital technologies, where the ‘novelty’ factor is inherent in interaction with emergent technologies, the concept of engagement is often reported at a general level of description of fun and enjoyment. Although this importantly indicates positive appraisal of the environment it does not provide any detail about how the participants are ‘engaged’. For example, what are they doing and thinking about, where is their attention focused – is it on a learning task, a tangential entertaining activity or even the technology itself? This paper offers a more detailed analysis of students’ foci of interaction, to provide insight into the different ways that children are both cognitively and physically engaged during a discovery-based learning experience. Three key foci of interaction within the learning space (learning concept, tangential activity, technology) were derived from video data analysis. A coding scheme for identifying these interaction foci was developed and applied to empirical data with a tangible learning environment. In depth analysis showed close relationships between the different foci of interaction and the learning process: engaging with a tangential activity in a exploratory interaction engendered cognitive engagement with domain related concepts; while engaging with technology to understand the basics of the system’s functioning could facilitate higher levels of conceptual abstraction. This article highlights the different interaction foci that students take in innovative, technology-enhanced learning environments, and provides an analytical approach, which informs and extends current evaluation approaches towards student engagement in novel digital environments.

The advent of new technologies is expanding the possibilities for a richer, multi-sensory interaction to support children with learning difficulties in schools. However, little research has yet investigated how such innovative interaction can enhance the learning experience of these children. Effectively informing research and design of innovative educational, technological resources for children with learning difficulties requires relevant field study. Findings from a qualitative classroom study indicate the potential of tangible technologies to enhance these children's experiences by providing a variety of modes of representation, and opportunities for collaboration, physical engagement and hands-on exploration. They also provide an effective foundation for investigating how tangible interaction can help to structure exploratory learning: a recommended but problematic approach for these children.

In tangible learning systems, the facility to promote physically active engagement highlights the need to understand how different designs impact on action and interaction, and the subsequent implications for learning. This paper draws on studies involving two tangible learning systems to analyse the effect of design choices on the kinds of (inter)actions engendered and how they create, shape and constrain different learning opportunities. Main findings suggest the need to promote and allow for different kinds of opportunities for conceptual reflection within the collective physical interaction; the importance of balancing collective representations and individual action-effect links; and the need to enhance appropriate awareness when dealing with several loci of attention.

In tangible learning environments the potential to exploit different physical-digital links increases representational power but also broadens the complexity of design. This paper presents studies that illustrate the effect of physical correspondence design choices on learners' interpretations, particularly regarding meaning making and conceptual mappings between objects and representations, and learners' ability to generalize. Preconceptions and associations with familiar real settings were found to have a significant level of interference in children's perception, interpretation and comprehension of the concepts.

Drawing on the 'representation' TUI framework [21], this paper reports a study that investigated the concept of 'representation location' and its effect on interaction and learning. A reacTIVision-based tangible interface was designed and developed to support children learning about the behaviour of light. Children aged eleven years worked with the environment in groups of three. Findings suggest that different representation locations lend themselves to different levels of abstraction and engender different forms and levels of activity, particularly with respect to speed of dynamics and differences in group awareness. Furthermore, the studies illustrated interaction effects according to different physical correspondence metaphors used, particularly with respect to combining familiar physical objects with digital--based table-top representation. The implications of these findings for learning are discussed.

Media resources usage has significant impact on children literacy in the first school years in Brazil [5]. Computer software and tangible interfaces can help engage pupils in effective learning activities. Tangible interfaces built with familiar objects of our everyday lives such as wood and tissues are well accepted by pupils. In this work, we detail our design and evaluation of e-du box -- an educational, authoring and sharing multimedia platform including a tangible companion that provides feedback for users. We employed a participatory design process based on providing supports intended to help children engage in different tasks. We could elicit a list of design guidelines for this specific application. We discuss our experience with this design approach and explore its implications.