Augmented reality (AR) technology is increasingly present in chemistry teaching and learning processes. It is seen as an important pedagogical resource that allows enhancing the understanding of complex concepts at most educational levels. However, even though numerous benefits related to AR in education have been reported, no systematic review has been conducted specifically addressing the use of this technology in chemistry education. Thus, a systematic literature review was carried out in order to grasp the particularities of this scenario, such as those related to the main topics in chemistry in which AR is used, the most frequently used devices and the main advantages and challenges of this technology. Forty‐nine papers were analysed, recovered from five databases, between the years 2011 and 2020. Among the results, an increase in publications was identified in the last three years, with smartphones and tablets being the predominant devices. Molecular structures were the topic of chemistry to which AR has been most frequently applied for teaching and learning, and the advantages of using this technology were concentrated in the affective learning domain. Regarding the challenges identified, they were related to students’ difficulty of use, distraction and technical problems. The research conclusions also address gaps in research and present suggestions and directions for future work.

Among the wide application areas that Virtual Reality (VR) can have a major impact, one is Education. However, this potential is still unexplored, and one of these gaps has to do with language learning. Listening activities, which are often only supported by audio, are thought of to be demanding area when it comes to learning a second or foreign language and so therefore an interesting area for VR to take place. This pilot study therefore presents the perceptions of foreign language teachers regarding a novel medium for delivering listening activities to their students: Virtual Reality technology. The results show that foreign language teachers are of the opinion that this technology can help motivate students and potentiate the student's learning curve regarding the listening of a foreign or second language.

There are still open questions about the effectiveness of Virtual Reality (VR) in Education when compared to conventional learning methods. This paper studies the feasibility of a VR-based learning tool and the possible differences in knowledge retention across a VR learning method and a conventional audio method, when it comes to learning a foreign language. Also, the students' sense of presence and satisfaction were studied. For such purpose, a user study was conducted and results revealed that while presence and satisfaction were higher in Virtual Reality, the knowledge retention score remains the same across both experimental conditions.

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Instructional methods are processes that assist on organizing and structuring courses in the educational field. This study analyzed eight instructional methods in order to choose the most suitable for the construction of an Instructional Design for Computer Networks teaching within the Virtual World (VW) TCN5. The phases of each method were separated according to design and implementation stages of Classic Instructional Design. At the end of the study, ADDIE ASSURE and Dick and Carey methods were the most suited to the research scope. Resumo. Métodos instrucionais são processos que auxiliam na organização e estruturação de cursos no campo da educação. Neste estudo foram analisados oito métodos instrucionais, a fim de eleger o mais adequado para a construção de um Design Instrucional para o ensino de Redes de Computadores dentro do Mundo Virtual (MV) TCN5. As fases de cada método foram separadas de acordo com as etapas de concepção e execução do Design Instrucional Clássico. Ao final do estudo os métodos ADDIE e Dick e Carey foram os que mais se adequaram ao escopo da pesquisa.

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One of the advantages of a Conversational Agent is that it stimulates social presence among Distance Education students, providing continuous psychological and pedagogical support. However, the interaction between students and virtual agents is often functionally ineffective. In this regard, this study aims to investigate students' mood states, inferred by chat log analysis of interactions between students and a Conversational Agent, relating such mood states with the students' perceptions about the tool. The study was conducted with a sample of students attending a Distance Education post-graduation course. The results showed the relationship between interest, utility and satisfaction perceived by the students with mood states detected by the log analysis. Also, the underutilization of the Conversational Agents was diagnosed, and improvements to be implemented so that negative mood states which can be overcome were identified. The research brings contributions on building better Conversational Agents for educational purposes.