## 2 Overview of Research Directions Based on the Spec Issue Papers  
The main content and results of the articles published in the spec issue are summarized below. [PERSON] et al. [6] presents the necessary enablers for setting up Remote Virtual Simulation (RVS) and its influence on cognitive aspects of assessing practical competences. Data were gathered through observations, questionnaires, and interviews from students and instructors, using action-case research methodology. The results show the potential of RVS for supporting higher cognitive processes, such as recognition, comprehension, problem solving, decision making, and allowed students to demonstrate whether they had achieved the required learning objectives. Other reported benefits were the value of not gathering people (imposed by the pandemic), experiencing new, challenging incident scenarios, increased motivation for applying RVS based training both for students and instructors, and reduced traveling. [PERSON] et al. [7] showing a rapid review to a better understanding of the importance of vision screening for school-aged children, and to investigate the possibilities of how eye-tracking (ET) technologies can support this. The authors review interdisciplinary research on performing vision investigations and discuss current challenges for technology support. The focus of the paper is on exploring the possibilities of ET technologies to better support screening and handling of vision disorders, especially by non-vision experts. The data originate from a literature survey of peer-reviewed journals and conference articles complemented by secondary sources, following a rapid review methodology. The authors highlight current trends in supportive technologies for vision screening and identify the involved stakeholders and the research studies that discuss how to develop more supportive ET technologies for vision screening and training by non-experts. [PERSON] et al. [8] analyzes the application of Computer adaptive testing (CAT) which enables an individualization of tests and give better accuracy of knowledge level determination [9]. The authors compare the results of questions' difficulty determination given by experts (teachers) and students. Analyzing the correct answers shows that the basic programming knowledge, taught in the first year of study, evolves very slowly among senior students. The comparison of estimations on questions difficulty highlights that the senior students have a better understanding of basic programming tasks; thus, their estimation of difficulty approximates to that given by the experts. [PERSON] et al. [10] describes the possibilities of using commonly available devices such as smart wristbands (watches) and eye tracking technology, i.e., using existing technical solutions and methods that rely on the application of sensors while maintaining non-invasiveness. By comparing the data from these devices, the authors observed how the students' attention affects their results. The results show a correlation between eye tracking, heart rate, and student attention and how it all impacts their learning outcomes. [PERSON] et al. [11] investigate the relationship between coping mechanisms, dysfunctional negative emotions, and Internet use. The authors measured participants' coping strategies, emotional distress, social and emotional loneliness, and their online behavior and Internet addiction using self-report questionnaires. The results showed that maladaptive coping strategies and Internet use were significant predictors of dysfunctional negative emotions. Moreover, passive wishful thinking, as a pattern of thinking, was associated with anxious and depressed feelings. The relation between Internet use and dysfunctional negative emotions was mediated by participants' coping mechanisms. The authors conclude that the level of negative feelings is associated with the coping strategies used while showing an increased level of Internet addiction. [PERSON] et al.