Introduction

Abstract

As you watch your fellow passengers on a typical commuter train typing away on their laptops or stroking the display of their smartphones with the blue shine of their screens on their faces, you might be reminded of the vision of “ubiquitous computing” proposed in the 1990s, of a world in which computers and media penetrate practically everything. Today, interactive, social and entertaining media applications dominate our lives to such an extent that we hardly have a minute to stop and ask fundamental questions such as about the learning e ects of the applications and about the inclusion of communication technologies in institutional and educational contexts.