Abstract
Robotics is very appealing and is long recognized as a great way to teach programming, while drawing inspiring connections to other branches of engineering and science such as maths, physics or electronics. Although this symbiotic relationship between robotics and programming is perceived as largely beneficial, educational approaches often feel the need to hide the underlying complexity of the robotic system, but as a result fail to transmit the reactive essence of robot programming to the roboticists and programmers of the future. This paper presents Rosy, a novel language for teaching novice programmers through robotics. Its functional style is both familiar with a high-school algebra background and a materialization of the inherent reactive nature of robotic programming. Working at a higher-level of abstraction also teaches valuable design principles of decomposition of robotics software into collections of interacting controllers. Despite its simplicity, Rosy is completely valid Haskell code compatible with the ROS~ecosystem. We make a convincing case for our language by demonstrating how non-trivial applications can be expressed with ease and clarity, exposing its sound functional programming foundations, and developing a web-enabled robot programming environment.

Abstract
This case study presents a virtual reality experts' evaluation of a desktop-based virtual world developed towards distance education, under the perspectives of usability and sense of presence, which are considered factors that can potentially influence learning outcomes. Among the results, data from usability and sense of presence were positively correlated. The sense of presence was achieved, with participants losing track of time while performing the activity. Experts agreed that the virtual world is easy to use and can prepare students for the real-world task. The findings outline positive and negative points that must be addressed in order to optimize the experience of distance education students. Copyright

Abstract
We used BPMN diagrams to identify indicators that can assist teachers in their intervention actions to support students' self-regulation and co-regulation in an asynchronous e-learning context. The use of BPMN modeling, by making explicit the tasks and procedures implicit in the intervention of the e-learning teacher, also exposed which data were available for developing decision-support indicators, as well as the relevant moments for carrying out interventions. Such indicators can help e-learning teachers focus their interventions to support self-regulation and co-regulation of learning, as well as enabling the creation of live data dashboards to support decision-making for those interventions, thus this process can contribute to devise better instruments for teacher intervention in support of self-regulation and co-regulation of student learning. © 2021, Springer Nature Switzerland AG.

Abstract
In the original publication, Figs. 1 and 2 were interchange and the citation of Fig. 1 in the third paragraph of section 2.2 Authoring tools for multisensory VR experiences should be removed.

Abstract
The fourth author name was missed in the original publication. The correct list of authors should read as "Hugo Fernandes, Paulo Costa, Vitor Filipe, Hugo Paredes, Joao Barroso". It has been corrected in this erratum. The original article has been updated.

Abstract
Training firefighters using Virtual Reality (VR) technology brings several benefits over traditional training methods including the reduction of costs and risks. The ability of causing the same level of stress as a real situation so that firefighters can learn how to deal with stress was investigated. An experiment aiming to study the influence that additional stimuli (heat, weight, smell and using personal protective equipment-PPE) have on user's stress level while performing a Virtual Environment (VE) designed to train firefighters was developed. Participants' stress and Heart Rate Variability (HRV) were obtained from electrocardiograms recorded during the experiment. The results suggest that wearing the PPE has the largest impact on user's stress level. The results also showed that HRV was able to evidence differences between two phases of the experiment, which suggests that it can be used to monitor users' quantified reaction to VEs.