Conversational agents are being increasingly adopted in various domains, such as e-commerce and customer services, and as a direct communication channel between companies and end-users. Several tools have been developed to facilitate their definition and deployment. They exploit existing cloud infrastructures and artificial intelligence (AI) techniques to efficiently process users’ input and extract conversational information. Major Information Technology (IT) companies, such as Google, IBM, Microsoft, and Amazon, have provided powerful tools to develop conversational agents. Still, choosing the most appropriate tool is not easy, as it may require high costs associated with automatic natural language processing (NLP) services and expertise in software engineering and AI. Therefore, this paper aims to analyze different tools to help developers and non-developers to choose the optimal tool for their specific scenario of creating a conversational agent.

In the last few years, the evolution of new Information and Communication Technologies (ICT) and networks has enabled the appearance and development of several platforms and tools that serve to operate and distribute the learning content. In some particular domains, especially the scientific one, learners need to work on practical activities, using specific products and equipment to complete, consolidate, or verify their conceptual acquisitions. However, facing the increasing number of learners in Moroccan institutions, it becomes hard and expensive for developing countries, like Morocco, to ensure the appropriate conditions for each learner to perform such activities. The majority of the suggested platforms and tools cannot solve this issue, because of their inefficiency regarding offering students good interactive practical activities. Virtual Reality (VR) and the Internet of Things (IoT), as the two most incredible technologies of the last few decades, can be used as an alternative to create a virtual environment where the learner can carry out practical activities like in the real world. In such an environment, learners interact with both virtual and physical objects. In this research paper, we propose a new approach based on VR and IoT to enhance learning by providing learners with an educational space where they can perform some practical activities. The hybrid proposed approach has been used to create a virtual environment where learners (the final year of high school) can measure ultrasonic velocity in the air. The evaluation results show that the manipulation and coupling of real objects with virtual 3D objects increases in a striking way the learning outcomes of learners, as this allows them to feel linked to the real context.

The objective of this article is to present a simulation of quantum information. We take advantage of quantum entanglement to ensure the spontaneous transfer of a state from one qubit to another similar qubit. Similarly, the principle of quantum teleportation is conceived in the application; it is not about transfer of matter, but of information. Indeed, two systems already exist, and at the end of the teleportation, the process is destructive—the first system will no longer be in the same state as the initial state and the second system takes the state of the first, which does not contradict the no-cloning theorem.

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