Abstract
Software engineering education requires students to develop technical knowledge and advanced cognitive and behavioral skills, particularly in the transition from novice to proficient. In distance learning, the hurdles are greater because students require greater autonomy, adopting strategies of self and co-regulation of learning. Facing these challenges, the SimProgramming approach has been transposed into the context of DL: e-SimProgramming. In the second iteration of e-SimProgramming implementation (2019/2020), one adaptation was inclusion of metacognitive challenges (MC) to promote students' self-reflection on their learning process. We explain the design of the two types of implemented MCs. We provide qualitative and quantitative analysis of: 1) evolution of MCs submission throughout the semester, identifying regularity and completion within deadlines and their relationship to student success; 2) students' perceptions of MCs. Results show a positive correlation between high MC submission and student success, greater interest and involvement of students in type 2 MCs and positive perceptions of students about MCs.

Abstract
O trabalho desenvolvido tem como objetivos identificar e compreender que estratégias de autorregulação e corregulação das aprendizagens foram adotadas pelos estudantes de programação de computadores no ensino a distância na transição entre iniciantes e proficientes. Este estudo decorreu na Unidade Curricular “Laboratório de Desenvolvimento de Software” (LDS) do 2.º semestre do 2.º ano da Licenciatura de Engenharia Informática da Universidade Aberta, com alunos heterogéneos em idade, residência, habilitações académicas e profissão. Adotou-se uma metodologia de investigação qualitativa por análise de conteúdo (Amado, 2014) de reflexões quinzenais solicitadas aos estudantes, sobre o processo de aprendizagem. A construção das matrizes de análise de conteúdo baseou-se no modelo teórico de Zimmerman (2013). Os resultados apontam para uma maior incidência na adoção de estratégias de autorregulação de aprendizagem de organização e planeamento. As menos frequentes foram a procura de ajuda e a consciência das dificuldades. Nas de corregulação de aprendizagem, as mais evidenciadas foram as de gestão do trabalho em equipa e planeamento. As menos evidentes foram a consciência das dificuldades e a procura de ajuda.

Abstract
Este estudo desenvolveu-se numa Unidade Curricular da Licenciatura em Engenharia Informática, no contexto de ensino superior português a distância, com alunos maiores de 23 anos, na qual se adotou a abordagem pedagógica e-SimProgramming. Esta abordagem situada em ambiente empresarial simulado recorre a narrativas imersivas desenvolvidas através da técnica OC2-RD2, contemplando o argumento, as personagens e os espaços. Os nomes das personagens têm significados que remetem para arquétipos. Para operacionalizar esta técnica adaptaram-se os nomes dados às personagens ao contexto cultural de Portugal, origem da maioria dos alunos, já que os originais tinham sido concebidos para o contexto cultural do Brasil. Adotou-se uma metodologia de investigação quantitativa e qualitativa, numa perspetiva de estudo de tendência, baseada na análise de respostas a um questionário online. O objetivo visa compreender as perceções dos estudantes sobre os nomes das personagens, em relação à sua adequabilidade na abordagem aos arquétipos da técnica OC2-RD2 no ambiente de simulação. O questionário é composto por questões relativas à perceção dos estudantes quanto ao nome de cada personagem, e caso considerassem o nome desadequado poderiam sugerir alternativas. Realizou-se a análise de dados quantitativa e qualitativa, sendo que em 99 alunos inscritos, 40 responderam ao questionário (40%). Os resultados demonstram que os nomes selecionados para as personagens foram aceites pela maioria dos estudantes (valores iguais ou superiores a 70%). Quanto às sugestões de nomes alternativos, surgiram três grupos distintos: 1- personalidades da área do desenvolvimento de software (e.g. Lovelace, remetendo para Ada Lovelace) e referências técnicas (e.g. Python, uma linguagem de programação); 2- nomes próprios portugueses (e.g. Manuel, Íris); 3- expressões figurativas (e.g. Quasenada, MaisouMenos). Conclui-se que a adaptação dos nomes originais das personagens para o contexto cultural de Portugal foi considerada adequada pelos estudantes, podendo contribuir para a aprendizagem situada com imersão em simulação de ambiente empresarial. Em trabalhos futuros recomenda-se a análise da interpretação dos nomes sugeridos pelos alunos às personagens, para aferir se correspondem aos arquétipos originais ou se induziram alguma alteração, para melhor compreensão da perceção das narrativas face ao contexto cultural e às várias áreas de conhecimentos.;This study was developed in a course of the undergraduate program in Informatics Engineering, in the context of online higher education in Portugal, with students over 23 years of age, in which the eSimProgramming pedagogical approach was adopted. This approach employs situated learning with immersive narratives to simulate a business environment. The narratives were developed through the OC2-RD2 technique, contemplating the script, the characters, and the spaces. The names of the characters have meanings that refer to archetypes. To deploy this technique, the names given to the characters were adapted to the cultural context of Portugal, the origin of most students, since the original names had been designed for the cultural context of Brazil. A quantitative and qualitative research methodology was adopted, in a trend study perspective, based on the analysis of answers from an online questionnaire. The objective is to understand perceptions of character names in relation to their suitability in addressing the archetypes of the OC2-RD2 technique in the simulation environment. The questionnaire is composed of questions regarding the perception of the name of each character, and if they considered the name inappropriate, they could suggest alternatives. Quantitative and qualitative data analysis was performed, and out of 99 students enrolled, 40 answered the questionnaire (40%). The results show that the names selected for the characters were accepted by most students (values equal to or greater than 70%). As for suggestions for alternative names, three distinct groups emerged: 1- personalities from the area of software development (e.g. Lovelace, referring to Ada Lovelace) and technical references (e.g. Python, a programming language); 2- Portuguese given names (e.g. Manuel, Íris); 3- figurative expressions (e.g. Quasenada, MaisouMenos meaning , We conclude that the adaptation of the original names of the characters to the Portuguese cultural context was considered adequate by the students, potentially contributing to the immersion in the simulation of the business environment. In future work we recommend the analysis of the interpretation of the names suggested by the students to the characters, to check if they match the original archetypes or if they induced some change, for a better understanding of the perception of the narratives vis-à-vis the cultural context and the various areas of knowledge.

Abstract

Abstract
Dyscalculia is a specific neurological affliction that disrupts a person's ability to understand and manipulate numbers. We intend to develop a serious game for children who attend primary school (up to 4th grade) and whose purpose is making the learning of basic mathematics (simple arithmetic) easier, by introducing specific mathematical problems and educational games that stimulate memory, among other aspects. To that end, we undertook a straightforward and preliminary evaluation of the serious game developed and present its results. Indeed, we believe that the findings of our pilot case study can be useful to determine some perceptions that may be vital to understanding the problems with teaching mathematics and the issues students face in this regard.

Abstract
In recent years, there has been a growing need for measuring and understand how to foster Trust in technology. This need for understanding the trust factor, which potential transformed (in a short time) the way we work, learn and teach. It allowed us to realize that a simple technological tool per si can be a means to facilitate a task or an objective but not necessarily is a solution to create sustainable interactions. This sustainability comes together with the insurance that irrespective of the ability to monitor or control, we are willing to be vulnerable to another party’s actions based on the expectation that the other will perform a particular action important to us. We define Trust, as an attitude, an intention or behaviour. We see Trust as an interpersonal phenomenon that promotes social activities such as collaboration, sharing, or social capital creation. But also as a factor that facilitates interaction and participation in remote and networked contexts. Trust is an instrument that supports and regulates technological mediation processes, encourages technology interactions and continuous adoption. In this study’s scope, we seek to illustrate the state of the art of the different methodologies of analysis, design and reliable assessment of interactive systems. We were briefly contextualizing the problem and defining Trust from a Human-Computer Interaction point of view. Conclude with a reflection on how and how these practices can be pressing to develop more sustainable online mediation tools, which also encourage the participation of the actors involved. © 2021, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.