Abstract
The purpose of this paper is to propose new architecture that includes the student's, learning preferences, personality traits and emotions to adapt the user interface and learning path to the students need and requirements. This aims to reduce the difficulty and emotional stain that students encounter while interacting with learning platforms.

Abstract
The purpose of this paper is to propose new model for emotional interaction that uses learning styles and student emotional state to adapt the user interface and learning path. This aims to reduce the difficulty and emotional stain that students encounter while interacting with learning platforms. To this end will be used techniques of Affective Computer that can capture the student emotional state and base on that change the course parameters (flow, organization or difficulty) or even an emotional interaction in order to recapture the student attention.

Abstract
The aim of this paper is to put forward a new model for emotional interaction that uses learning and cognitive styles and student emotional state to adapt the user interface, learning content and context. The model is based on a constructivist approach, assessing the user knowledge and presenting contents and activities adapted to the emotional characteristics, learning and cognitive styles of the student. The intelligent behavior of such platform depends on the existence of a description of the characteristics of the student- the student model. The contents of this model and emotional state of the student are used by a domain and interaction model to select the most appropriate response to student actions. The current work aimed to near the gap between a student and his learning platform in order to improve efficiency of the learning process, this lead to propose a new approach for an adaptive learning system. This model will try to capture the emotional state of the student and together with his learning style and cognitive profile, will adapt the learning context to the learning requirements of the student. Our research is based on the principal that emotion can influence several aspects of our lives. Emotion affects the decision process and knowledge acquisition of an individual. Therefore, they directly influence our perception, learning process, the way we communicate, and the way we make rational decisions. Our research goal is to see that if a learning platform that take into account the emotional profile of a student can produce better learning results, than a learning platform with no emotional interaction. A prototype was developed to test our assumption. This prototype takes into account the student's personality, learning style and the emotional profile.

Abstract
This paper presents a study on potential technology solutions for enhancing the communication process for deaf people on e-learning platforms through translation of Sign Language (SL). Considering SL in its global scope as a spatial-visual language not limited to gestures or hand/forearm movement, but also to other non-dexterity markers such as facial expressions, it is necessary to ascertain whether the existing technology solutions can be effective options for the SL integration on e-learning platforms. Thus, we aim to present a list of potential technology options for the recognition, translation and presentation of SL (and potential problems) through the analysis of assistive technologies, methods and techniques, and ultimately to contribute for the development of the state of the art and ensure digital inclusion of the deaf people in e-learning platforms. The analysis show that some interesting technology solutions are under research and development to be available for digital platforms in general, but yet some critical challenges must solved and an effective integration of these technologies in e-learning platforms in particular is still missing. (C) 2015 The Authors. Published by Elsevier B.V.

Abstract
The use of keyboard and mouse combinations to navigate 3D environments of virtual worlds requires the coordination of both hands in order for the 2D degrees of motion of the mouse to transform into the variety of motions available in a 3D space. Such coordination may pose a challenge to people with motor disabilities. 3D controllers known as "3D mice" are presented by manufacturers as significant interface alternatives. To establish the feasibility of such claims, the authors conducted a usability test of two 3D mice marketed by 3Dconnexion, in parallel with a keyboard + mouse test. The 10 participants had motor disabilities due to medullary lesions on vertebrae C5-D11 and performed 13 different tasks in the Second Life virtual world: 5 participants used 3D mice and 5 used keyboard + mouse. The main conclusion is that 2-3 of the 5 most challenging tasks in the keyboard + mouse combination become less challenging using 3D mice. Participants' feedback was more positive regarding 3D mice, but with significant differences between mice. Contrary to initial expectations of the authors, the least stable mouse, Space Navigator, produced the best feedback.

Abstract