Manuel Torres

Abstract

Abstract
We present a literature review that aims to understand the role of the Educational Escape Room (EER) in improving the teaching, learning, and assessment processes through an EER design framework. The main subject is to identify the recent interventions in this field in the last five years. Our study focuses on understanding how it is possible to create an EER available to all students, namely visually challenged users. As a result of the implementation of new learning strategies that promote autonomous learning, a concern arose in adapting educational activities to each student's individual needs. To study the adaptability of each EER, we found the EER design framework essential to increase the student experience by promoting the consolidation of knowledge through narrative and level design. The results of our study show evidence of progress in students' performance while playing an EER, revealing that students' learning can be effective. Research on Procedural Content Generation (PCG) highlighted how important it is to implement adaptability in future studies of EERs. However, we found some limitations regarding the process of evaluating learning through the EERs, showing how important it is to study and implement learning analytics in future studies in this field. © 2022 Dechema e.V.. All rights reserved.

Abstract
In the field of immersive learning, instructors often find it challenging to match their pedagogical approaches and content knowledge with specific technologies. Unfortunately, this usually results in either a lack of technology use or inappropriate use of some technologies. Teachers and trainers wishing to use immersive learning environments face a diversity of technological and pedagogical alternatives. To scaffold educators in their planning of immersive learning educational activities, we devised a recommendation tool, which maps educational context variables to the dimensions of immersion and uses educators' contexts to identify the closest educational uses. Sample educational activities for those uses are then presented, for various types of educational methodologies. Educators can use these samples to plan their educational activities in line with their current resources or to innovate by pursuing entirely different approaches.

Abstract
Informatics engineers are currently in the spotlight of innovation. It is, therefore, relevant to analyse and reflect on how higher education can, and should, prepare future engineers to innovate as expected in this ever-changing world. This paper aims to further research and foster scholarly debate regarding the requirements and implications of teaching innovation. For that purpose, we examine an exploratory case study on interdisciplinary cooperation between two higher education courses, designed to promote students’ active learning of innovation through the progressive development of their soft and hard skills. Both courses engaged in an emancipatory pedagogical approach, mostly grounded in project-based work, active learning, and formative assessment. To obtain feedback on this interdisciplinary cooperation, questionnaires were devised to ascertain the students’ perceptions about this pedagogical approach. Individual responses were collected from both courses and data was analysed through simple statistical procedures. Articulating a priori soft skills development with a posteriori hard skills learning process is perceived by students as beneficial in gradually, yet successfully, understanding the subject of innovation. Also, there were even some external success indicators which showed the recognition of successful innovation skills development in informatics engineering students. Thus, according to students’ perceptions of their experience with an emancipatory pedagogy that connected soft with hard skills development, we conclude that such approach encouraged students to create new knowledge and allowed them to develop the necessary skills to innovate.

Abstract
Replanning is often used to optimize results of an activity in an ever changing world. To address the challenge of preparing future engineers for success, a special course was created for all engineering freshmen of the Faculty of Engineering of the University of Porto, in Portugal. Presented as a case study, this special course underwent a careful replanning as a result of several years of experience in teaching practice alongside with a theoretical deepening in pedagogical and technological issues, under the aegis of the action-research methodology. Within the context of the case study course, the mentioned replanning was also based on a theoretical approach that clearly identifies teaching–learning-assessment methodologies that promote regulation from those that foster emancipation, using a specific instrument: a taxonomy of educational processes. The replanning was designed to globally boost results regarding the educational aims of the course such as furthering freshmen’s integration into work environment and preparing them for success by fostering transversal skills (needed for study and work). Technology is seen as a mean of education enrichment as well as a productivity tool. The introduced innovations include fun-but-educational activities, several types of assessment over time and specific technological tools which were critical for the educational impact/achievement of this course. Success is demonstrated by encouraging feedback from the stakeholders, high students’ classifications and a steady reduction in retention. It is advocated that large portions of the reasoning behind the replanning can be extrapolated to other courses. © 2017 Springer Science+Business Media Dordrecht