Invited Speakers

João BarrosoJoão BarrosoINESC Technology and Science Centre for Information Systems and Computer GraphicsUniversity of Trás-os-Montes e Alto Douro
  • Abstract

    The accessibility issues on the concept of pervasive learning

    With the recent advances in ubiquitous computation and the constant miniaturization of technology, intelligent systems embedded in objects of everyday life are becoming quite frequent. This opens opportunities for the creation of assistive systems that reduce the technological gap between people. This talk explores the technologies applied to the pervasive and inclusive learning including the BEACONING project funded by the EU Commission under the H2020 programme. BEACONING investigates the impact of hybrid and gamified learning approaches towards facilitating anytime anywhere learning for STEM subjects. The focus of the talk is the accessibility in the BEACONING project.

  • Curriculum Vitae

    João Barroso is Associate Professor with Habilitation at University of Trás-os-Montes e Alto Douro (INESC). He was Pro-Rector of Innovation and Information Management of UTAD between July 2010 and July 2013 and coordinated the activities of both, the Office of Technology, Innovation and Knowledge, and the Support Office of Industrial Property at UTAD, connecting UTAD with University Technology Enterprise Network Portugal (Portugal UTEN) under the protocol established by the Portuguese Government to the University of Texas at Austin. He was part of the creative team from the area of the Department of Computer Engineering, has been Coordinator of the Bachelor of Computer Science, Director of the Master in Computer Science and a member of the Director board of Doctoral Program in Informatics. He is a Senior Researcher at INESC Technology and Science – INESC TEC. His main research interests are in the areas of Digital Image Processing and Accessibility. He produced more than 150 academic papers, including book chapters, articles and communications in conference proceedings and guided twenty-five graduate projects and theses, as well as Master and PhDs. He participated in the organization of scientific meetings of various international and national nature, which emphasizes the creation of the conference “Software Development for Enhancing Accessibility and Fighting Info-exclusion” in 2006 (
    Personal webpage:

Leontios HadjileontiadisLeontios HadjileontiadisAristotle University of Thessaloniki

Julien MercierJulien MercierDirector of NeuroLabUniversity of Quebec in Montreal
  • Abstract

    Educational neuroscience and ICT: Interpreting psychophysiological measures of affect and cognition in ICT-based learning settings

    The design and test of virtual reality in education and distance learning settings have traditionally hinged on psychological constructs measured mainly by behavioral methods. Recent technical and methodological improvements in brain imaging and other psychophysiological measurement have led to a surge of interest in examining the applied potential of cognitive and affective neuroscience.  In particular, an important gain of this approach lies in the ability to measure a cognitive or affective phenomenon in a learner unobtrusively at a frequency corresponding to its rate of change during an ICT-based learning activity involving. The goal of this presentation is to present a recent review of the literature accompanied by examples of current work in order to suggest and illustrate new trends of research in the field. A review of the literature suggests that the interdisciplinary work required to fulfill the promises of an emerging educational neuroscience, including its contributions to ICT in education, is currently in great need of theoretical and methodological advances.  Conceptualizations of the cognitive architecture, as a way to link brain functioning with affect and cognition displayed in behavior during learning tasks using ICT, provide fundamental properties of human cognitive and affective functioning that can be exploited in innovative methodological tactics. These properties include: (1) behavior is implemented in a biological system through a cascade of layers of increasing complexity; (2) the information-processing speed of these layers decreases as their complexity increases; (3) higher-level cognition and the processing of complex affect is sequential, and (4) the functioning of a given layer is influenced by surrounding layers through bottom-up and top-down effects. These theoretical grounds suggest that the interpretation of online psychophysiological measures in relationship with concepts from current educational research in ICT would be greatly facilitated by three methodological strategies. The first strategy is to use multi-channel psychophysiological data to disambiguate low-level psychophysiological responses. The second strategy is to investigate links between psychophysiological and behavioral data at any given point in time within a learning episode. The third strategy is to measure over extended periods of time, to capture significant learning episodes. While within-level theories appear sufficient at this time, those explaining functional relationships between levels (i.e. psychophysiological and behavioral) are currently very limited and should benefit from these methodological innovations in order to better inform the design of virtual reality in education and distance learning settings. By discussing recent empirical and theoretical advances and ongoing research projects in the process-oriented use of psychophysiological measures in virtual reality in education and distance learning, this presentation identifies validated constructs that can be measured online in educational settings, and should provide principled ways to validate additional measures, paving the way for innovative research.

  • Curriculum Vitae

    Julien Mercier, Ph.D. is director of NeuroLab, a major and state-of-the-art research infrastructure funded by the Canadian Foundation for Innovation, and professor at University of Quebec in Montreal. He is also associate director of the Center for the Study of Learning and Performance. His research integrates affective and cognitive neuroscience in the study of how people learn. His current interests converge in the study of learning, interpersonal interactions, cognition, and affect from a combined behavioral and psychophysiological perspective.

    Mercier has made significant contributions in the field of applied cognitive science, including human tutoring, intelligent tutoring systems, interactive learning environments, and collaborative learning. He spent the first part of his career extending individual cognitive models to social aspects of cognition. Six years ago, he began exploring the perspective of affective and cognitive neuroscience as an extension to his framework regarding interpersonal interaction in learning, which led to the research program underlying the creation of NeuroLab.

Hugo ParedesHugo ParedesINESC Technology and Science Centre for Information Systems and Computer GraphicsUniversity of Trás-os-Montes e Alto Douro
  • Abstract

    Enhancing Human-Computer Interaction: The Collaboration-Accessibility Bridge

    Throughout the last decades we have observed a paradigmatic change on the use of information and communication technologies, which has powered the creation of an information and knowledge society, covering and influencing almost every domain of society. Traditional collaboration and cooperation as an aid to the execution of professional activities, in a restrictive man-machine interaction, has given way to social interaction empowering the growth of new areas as social networks, virtual communities and geo-collaboration. In the construction of this new information society, a particular care should be taken to universal access, ensuring people with disabilities and elderly people access ICTs on an equal basis with others.

    In this talk I will explore the contributions of collaboration, more specifically, collaboration technologies to promote the e-Inclusion. I will focus on several research projects that are been conducted in this field, regarding the navigation of blind people, universal access to emergency services and usage of accessible collaborative tools in educational collaborative environments.

  • Curriculum Vitae

    Hugo Paredes (M) received B.Eng. and Ph.D. degrees in Computer Science from the University of Minho, Braga, Portugal, in 2000 and 2008. He was software engineer at SiBS, S.A. and consultant at Novabase Outsoursing, S.A. Since 2003, he has been with the University of Trás-os-Montes e Alto Douro (UTAD), where he is currently Assistant Professor lecturing on systems integration and distributed systems. Currently he is vice-director of the Master in Computer Science and the Master in Accessibility and Rehabilitation and Engineering at UTAD.

    He is a Senior Researcher at INESC Technology and Science – INESC TEC. His main research interests are in the domain of Human Computer Interaction, including Collaboration and Universal Access topics. He was guest editor of three Special Issues in journals indexed by the Journal Citation Reports and he has authored or co-authored more than 90 refereed journal, book chapters and conference papers. Since 2009 he actively collaborates with the steering committee of DSAI International Conference and he his general chair of DSAI 2016 . He participated in several national and international research projects, highlighting: Beaconing (2016-2018), NanoStima(2015-2017), CE4Blind(2015-2016), YED(2012-2013) and Player(2010-2011).