Abstract
Over the last decades web and mobile technologies are increasingly being used in sports, especially in soccer, but none of them seems to allow to prevent injuries. However, training systems for young athletes do not have, for the most part, learning abilities in order to adapt, evolve and find new training recommendations. It is in this context which the Smart Coach project is presented in this work, and whose main goal is to introduce our mobile training recommendation system allow to young athletes evolve. The training mobile recommendation system is also designed to identify potential injuries risk for each young athlete.

Abstract
This paper presents the perspectives of the immersive learning research network community on the relevance of various challenges to the adoption of immersive learning technology, along three dimensions: access, content production, and deployment. Using a previously validated questionnaire, we surveyed this community of 622 researchers and practitioners during the summer of 2018, attaining 54 responses. By ranking the challenges individually and within each dimension, the results point towards higher relevance being placed on aspects that link immersive environments with learning management systems and pedagogical tasks, alongside aspects that empower non-technical users (educational actors) to produce interactive stories, objects, and characters.

Abstract
This paper showcases how the Contract Agency Model can be used to uncover literacy practices in videogame’s own terms as a complement to existing, more ‘indirect’ games literacies, using as an example the videogame Total War: Shogun 2. The paper first situates the Contract Agency Model within approaches to videogames and within approaches to media literacy. The paper then identifies three interesting literacy practices in the videogame, which also exemplify the eight levels of abstraction of the Contract Agency Model. The paper concludes by discussing the model’s implications to media literacy and videogames, namely that videogames effect a second-order mutual signaling with their players – agency as a conversation of commitment to meaning – that is humanizing of those players, and that the model can uncover this as an im-plicit contract of bio-costs, as a ‘direct’ literacy of videogames, i.e. a literacy in videogames’ own terms. © 2020 BY-NC-ND.

Abstract
The progress of immersive learning research as a field requires a clear vision of its status, of the current knowledge being produced and of the open problems and gaps. Typical survey efforts however suffer from lack of systematization, providing a scattered perspective of the field. We have combined the literature on conducting systematic scoping reviews and applied it to the field, presenting the resulting protocol. It contributes a clarification on the sequence of steps and processes for delineating a gap, finding the evidence and depart from it to conduct literature reviews.

Abstract
High academic failure rates in computer programming are significant transitioning from initial to advanced stages. In online higher education, challenges are greater since students' autonomy requires greater skills for self-regulation and co-regulation of learning. The SimProgramming approach develops these skills and is being adapted to e-learning for this transitioning phase. In this paper, we describe the dynamics and outcomes of student participation and task development in a first iteration of the adapted e-SimProgramming approach, which took place during a 2nd year-2nd semester course for the Informatics Engineering program at Universidade Aberta in the 2018/2019 academic year. We identified pedagogical and technical challenges, requiring changes for subsequent attempts of adopting SimProgramming for online education contexts: target audience and teaching context aspects; self and co-regulation of learning dimensions of e-learning courses; pedagogical design recommendations; and requirements for software tools for learning management.

Abstract
We have employed BPMN diagrams to expose the foreseen teaching and learning activities of participants in an e-learning course under planning. This provided clarification of the teaching and learning actions, revealing to the educational planning team aspects which were not explicit in the lecturer's plan, such as: The level of effort for the teacher as well as for the student; specific moments when there is a need to provide feedback and motivation. We believe that this exercise constitutes a rich and helpful contribution in planning and visualization efficient for other teaching teams of computer programming courses. 2012 ACM Subject Classification Social and professional topics ! Software engineering education.