Abstract
The proper integration of technology in teaching and learning processes must consider the role of teachers and students, as well as the design of tasks and the context in which they are implemented. Teachers' perceived self-efficacy significantly influences their willingness to integrate educational robotics (ER) into their practice, so initial teacher training should provide opportunities for teachers to participate in structured activities that integrate ER. In this study, a class of pre-service teachers from an initial teacher training programme were provided with their first contact with an ER platform through the use of a simulator. We present the design process of a student exploration guide and teacher guide, developed over three iterative cycles of implementation, assessment and redesign. The analysis of the data collected allowed for improvements in the design of the tasks, the graphic component of the student exploration guide, and more precise indications for the teacher's actions. The main contribution of this study is the chain orchestration between the simulator, student exploration guide and teacher guide, which allowed pre-service teachers to solve a set of challenges of increasing complexity, thereby progressively decreasing their difficulties and contributing to an adequate integration of ER in their future teaching practices.

Abstract
The Internet revolution in 1990, followed by the data-driven and information revolution, has transformed the world as we know it. Nowadays, what seam to be 10 to 20 years ago, a science fiction idea (i.e., machines dominating the world) is seen as possible. This revolution also brought a need for new regulatory practices where user trust and artificial Intelligence (AI) discourse has a central role. This work aims to clarify some misconceptions about user trust in AI discourse and fight the tendency to design vulnerable interactions that lead to further breaches of trust, both real and perceived. Findings illustrate the lack of clarity in understanding user trust and its effects on computer science, especially in measuring user trust characteristics. It argues for clarifying those notions to avoid possible trust gaps and misinterpretations in AI adoption and appropriation.

Abstract
There are<b><i> </i></b>several educational software (ES) used in the classroom environment for the teaching and learning of geometric contents that are part of the Portuguese basic education mathematics program. There are studies that show that the use of this type of artifact has a fundamental role in the behavior of students, raising, among other aspects, a greater motivation for learning mathematics. The aim of this work is to explore and describe implications for the behavior and learning of students in the 7th grade of Portuguese basic education, in face of a pedagogical practice that involves carrying out tasks using ES Plickers, in the theme similarities of the domain geometry and measurement, throughout intervention carried out. The adopted methodology presents characteristics of a quasi-experimental study. The participants were 61 students from three classes of a school in the north of Portugal, followed during eight consecutive classes. A set of tasks using Plickers, tests and a questionnaire survey were used as instruments for data collection. The results point to positive increments, at a behavioral level, as well as in the evolution of learning, in view of the use of this methodology in the classroom.

Abstract
This research aims at investigating which web accessibility and usability tools, with the focus on the ones that warrant automation, are available to assess the quality of interfaces for people with disabilities and/or special needs, enabling them to navigate and interact with web and mobile apps. Our search strategy identified 72 scientific articles of the most rated conferences and scientific journals, from which 16 were considered for the systematic literature review (SLR). We found that, despite the existence of various tools either for web or mobile apps, they are not completely effective, covering less than 40% of all the problems encountered. Also, no tool was found capable of adapting the application interfaces according to the type of disabilities that users may present. Therefore, a new tool could be a welcome advancement to provide full accessible and usable experiences.

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.