Abstract
There is a growing presence of technology in the daily lives of elementary school students, with a recent exponential rise due to the constraints of remote teaching during the COVID-19 pandemic. It is important to understand how the education system can contribute to helping students develop the required skills for technological careers, without neglecting its obligation to create conditions that allow them to acquire transversal skills and to enable them to exercise full citizenship. The integration of Educational Robotics and block programming activities in collaborative learning environments promotes the development of computational thinking and other ICT skills, as well as critical thinking, social skills, and problem solving. This paper presents a theoretical proposal of a didactic sequence for the introduction to educational robotics and programming with Scratch Jr. It is composed of three learning scenarios, designed for elementary school teaching. Its main goal is to create conditions that favour the development of computational thinking in a collaborative learning environment. With increasing complexity and degree of difficulty, all the tasks root from a common problem: How can we create an algorithm that programs the robot/sprite to reach a predetermined position?

Abstract
With the increasing development of human-AI teaming structures within and across geographies, the time is ripe for a continuous and objective look at the predictors, barriers, and facilitators of human-AI scientific collaboration from a multidisciplinary point of view. This paper aims at contributing to this end by exploiting a set of factors affecting attitudes towards the adoption of human-AI interaction into scientific work settings. In particular, we are interested in identifying the determinants of trust and acceptability when considering the combination of hybrid human-AI approaches for improving research practices. This includes the way as researchers assume human-centered artificial intelligence (AI) and crowdsourcing as valid mechanisms for aiding their tasks. Through the lens of a unified theory of acceptance and use of technology (UTAUT) combined with an extended technology acceptance model (TAM), we pursue insights on the perceived usefulness, potential blockers, and adoption drivers that may be representative of the intention to use hybrid intelligence systems as a way of unveiling unknown patterns from large amounts of data and thus enabling novel scientific discoveries.

Abstract
Authoring 360 multisensory videos is a true challenge as the authoring tools available are scarce and restrictive. In this paper, we propose an authoring tool with three different authoring interfaces (desktop, immersive, and tangible interface) for creating multisensory 360 videos with the advantage of having a live preview of the multisensory content that is being produced. An evaluation of the three authoring tools having into account gender, system usability, presence, satisfaction, and effectiveness (time to accomplish tasks, number of errors, and number of help requests) is presented. The sample consisted of 48 participants (24 males and 24 females) evenly distributed between the different interfaces (8 males and 8 females for each interface). The results revealed that gender does not have any impact in the studied interfaces regarding all the dependent variables; immersive and tangible interfaces have higher levels of satisfaction than desktop interface as it allows more interaction freedom, and desktop interface have the lowest time to accomplish the tasks because people are more familiar with keyboard and mouse.

Abstract
The goal for a virtual reality (VR) training system is to enable trainees to acquire all the knowledge they need to perform effectively in a real environment. Such a system should provide an experience so authentic that no further real-world training is necessary, meaning that it is sufficient to train in VR. We evaluate the impact of a haptic thermal stimulus, which is of paramount importance to decision making, on trainees performance and knowledge acquisition. A thermal device was created to deliver the stimulus. As a proof of concept, a procedure from firefighter training is selected, in which sensing the temperature of a door with one's hand is essential. The sample consisted of 48 subjects divided among three experimental scenarios: one in which a virtual thermometer is used (visual stimulus), another in which the temperature is felt with the hand (thermal stimulus) and a third in which both methods are used (visual + thermal stimuli). For the performance evaluation, we measured the total time taken, the numbers of correctly executed procedures and identified neutral planes, the deviation from the target height, and the responses to a knowledge transfer questionnaire. Presence, cybersickness, and usability are measured to evaluate the impact of the haptic thermal stimulus. Considering the thermal stimulus condition as the baseline, we conclude that the significantly different results in the performance among the conditions indicate that the better performance in the visual-only condition is not representative of the real-life performance. Consequently, VR training applications need to deliver the correct stimuli for decision making.

Abstract
The main goal of this systematic review is to synthesize existing evidence on the use of immersive virtual reality (IVR) to train professionals as well as to identify the main gaps and challenges that still remain and need to be addressed by future research. Following a comprehensive search, 66 documents were identified, assessed for relevance, and analysed. The main areas of application of IVR-based training were identified. Moreover, we identified the stimuli provided, the hardware used and information regarding training evaluation. The results showed that the areas in which a greater number of works were published were those related to healthcare and elementary occupations. In hardware, the most commonly used equipment was head mounted displays (HMDs), headphones included in the HMDs and handheld controllers. Moreover, the results indicated that IVR training systems are often evaluated manually, the most common metric being questionnaires applied before and after the experiment, and that IVR training systems have a positive effect in training professionals. We conclude that the literature is insufficient for determining the effect of IVR in the training of professionals. Although some works indicated promising results, there are still relevant themes that must be explored and limitations to overcome before virtual training replaces real-world training.

Abstract
Virtual Reality could be useful for heritage management and preservation by complementing or, even, by replacing the ‘real’ visitation to more threatened destinations. The objective of this study was to empirically test the level of similarity perceived by a group of students between VR experience and the ‘real’ visit in a UNESCO World Heritage Cultural attraction in order to assess the capacity of VR to act as a substitute of the ‘real’ visit. Ridit analysis was conducted in order to rank the level of agreement perceived by respondents concerning to similarity between the VR experience and the ‘real’ visit. Results revealed that VR experience could act as a complement, rather than a substitute of the ‘real’ visitation. This is, the feelings and emotions derived from the ‘real’ visit could not be replaced by the VR experience. VR could be an effective marketing tool to encourage sustainable tourism behaviors, rather than to substitute the ‘real’ visit. © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.