Title: Learning with Robots in CS and STEM Eduation: A Case Study with ISEP-R0B0 Abstract: ISEP-R0B0 is a project which combines a small programmable robot and a visual programming language. Its goal is to provide a full-fledged system at a very low cost, targeting schools but also informal learning situations such as after-class activities. Through the programming and observation of the behavior of the robot, students can learn notions either related to Computer Science or Science, Technology, Engineering, and Mathematics.

Title: PseuToPy: Towards a Non-English Natural Programming Language Abstract: Most text-based programming languages found in introductory programming courses use English words. This fact alone can deter non-English speakers who wish to learn to program: how can we expect them to learn a programming language if they do not even understand the meaning of the keywords they are manipulating? In addition, the syntax and semantics of programming languages are also known causes of learners’ mistakes.

Title: Chao: a framework for the development of orchestration technologies for technology-enhanced learning activities using tablets in classrooms Abstract: In technology-enhanced learning, orchestration technologies refer to computer systems that support teachers in the orchestration of learning applications. Due to the specificity and diversity of each learning application, the use of these orchestration technologies is often not adequate in situations that they were not designed for in the first place. In this article, we tackle this issue and present the software framework Chao.

Title: Are there Differences in Learning Gains when Programming with a Tangible Object or a Simulation? Abstract: Physical computing is about programming and interacting with a tangible object to learn fundamental concepts of Computer Science (CS). This approach presents several benefits regarding motivation, creativity, and learning gains. Yet, these learning gains hardly are compared with those resulting from the programming of a simulation of a tangible object. In this article we present the results of a comparative study that has been conducted to explore this issue.

Title: Comparing the Effects of Using a Tangible Object or a Simulation in Learning Elementary CS Concepts: A Case Study with Block-Based Programming Abstract: Learning elementary Computer Science (CS) concepts can often be difficult for young students. The literature presents two main practices to introduce programming: using digital environments (e.g., integrated development environments, command-line tools) or exploiting manipulations on programmable tangible objects such as robots. This second practice has recently gained traction thanks to the positive results concernant the use of programmable objects in introductory programming courses.

Title: Is this the Era of Misinformation yet? Combining Social Bots and Fake News to Deceive the Masses Abstract: Social media is an amazing platform for enhancing public exposure. Anyone, even social bots, can reach out to a vast community and expose one’s opinion. But what happens when fake news is (un)intentionally spread within a social media? This paper reviews techniques that can be used to fabricate fake news and depicts a scenario where social bots evolve in a fully semantic Web to infest social media with automatically generated deceptive information.