Abstract
The present paper aims to present a synthesis of the knowledge already accumulated on the relation between physical exercise and states of humor. Very few studies on physical activity and physical exercise have examined mood or emotion in the perspective of a contemporary theory of emotions. It has yet to be unequivocally demonstrated that acute exercise of the type commonly practiced for leisure or fitness alters emotional responses. The reasons why many people decide to adopt exercise include weight loss and health benefits, including changes in mood states. Adoption of a life healthy style based on physical exercise involves time and a considerable effort in the short term, and visible results do not occur immediately, but rather after a long period of time (months). Advanced motives for exercising have included humor as a factor and, in fact, humor continues to play a significant, conceptually meaningful role as a reason for people to exercise.

Abstract
The Tele-Media-Art project aims to promote the improvement of the online distance learning and artistic teaching process applied in the teaching of two test scenarios, doctorate in digital art-media and the lifelong learning course 'the experience of diversity' by exploiting multimodal telepresence facilities encompassing the diversified visual, auditory and sensory channels, as well as rich forms of gestural/body interaction. To this end, a telepresence system was developed to be installed at Palácio Ceia, in Lisbon, Portugal, headquarters of the Portuguese Open University, from which methodologies of artistic teaching in mixed regime-face-to-face and online distance-that are inclusive to blind and partially sighted students. This system has already been tested against a group of subjects, including blind people. Although positive results were achieved, more development and further tests will be carried in the future.

Abstract
As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils' learning experiences. This chapter presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex, and face in 3D solids.

Abstract
Fraunhofer AICOS, a research and development institute, and University of Porto made a joint venture with Mandela Metropolitan University and Eduardo Mondlane University in order to establish a set of guidelines based on an extensive research and experimental fieldwork to answer more efficiently to a user-centered design approach and focus on different users and different usage contexts. Those guidelines and this chapter provide recommendations to cope with cultural diversity, illiteracy, oral-based cultures, ergonomic factors, digital interface design, and social and environmental constraints, helping to understand problems and define strategic design actions in order to develop more user-centered solutions, focus on users' needs and expectations regarding their cultural, environmental, and technical contexts.

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