Abstract
There are lot of interactive environments that encourage the practice of computer programming. Despite their usefulness, these systems are naturally disconnected from the schools' educational environments, forcing teachers and students to alternate between tools. This work integrates Agni - a computer programming learning playground - with Moodle Learning Management System (LMS). Unlike the plugins' strategy to link applications to specific LMS, this integration uses a broader approach, through the IMS LTI standard which defines a set of specifications that allows the connection of any LTI-compliant LMS to external tools.

Abstract
In the last decade, gamification has been a widely used mechanism to influence behavioral habits in users so that they are more positively involved in learning and business processes. There are many articles or applications that materialize this adoption by showing success stories. However, few are those who mention the dangers of its use. This article shares the main precautions to be taken when creating a gamified strategy, promoting the use of gamification design and evaluation frameworks, in order to create a balanced approach that meets the profiles of its users.

Abstract
Gamification has been growing at a meteoric rate. Such growth is because this is a valid mechanism to add desirable behaviors in an organizational process or even in an educational process. In fact, these are the two major contexts where gamification has been applied. In organizations, gamification is applied in various business contexts from recruitment, through onboarding, training, talent retention, customer service, sales, and marketing. In education, gamification is used essentially in contexts of promoting student involvement in existing training offers. This chapter presents a gamification design framework called GAFRHE aimed to be used in all domains, but with extensive facets for the healthcare domain. Unlike other frameworks, it is a concrete framework that not only presents the basic concepts that must be followed by the gamified strategy, but also presents a system architecture that must be instantiated, and a set of components already coded and that can be used. The framework is mostly based on existing standards promoting reusability and interoperability.

Abstract
Learning programming boils down to the practice of solving exercises. However, although there are good and diversified exercises, these are held in proprietary systems hindering their interoperability. This article presents a simple scraping tool, called ScraPE, which through a navigation, interaction and data extraction script, materialized in a domain-specific language, allows extracting the data necessary from Web pages – typically online judges – to compose programming exercises in a standard language. The tool is validated by extracting exercises from a specific online judge. This tool is part of a larger project where the main objective is to provide programming exercises through a simple GraphQL API.

Abstract

Abstract
Weak linearisation was defined years ago through a static characterization of the intuitive notion of virtual redex, based on (legal) paths computed from the (syntactical) term tree. Weak-linear terms impose a linearity condition only on functions that are applied (consumed by reduction) and functions that are not applied (therefore persist in the term along any reduction) can be non-linear. This class of terms was shown to be strongly normalising with deciding typability in polynomial time. We revisit this notion through non-idempotent intersection types (also called quantitative types). By using an effective characterisation of minimal typings, based on the notion of tightness, we are able to distinguish between “consumed” and “persistent” term constructors, which allows us to define an expansion relation, between general ? -terms and weak-linear ? -terms, whilst preserving normal forms by reduction.