Abstract

Abstract
When the available data for a target domain is limited, transfer learning (TL) methods leverage related data-rich source domains to train and evaluate models, before deploying them on the target domain. However, most TL methods assume fixed levels of labeled and unlabeled target data, which contrasts with real-world scenarios where both data and labels arrive progressively over time. As a result, evaluations based on these static assumptions may not reflect how methods perform in practice. To support a more realistic assessment of TL methods in dynamic settings, we propose an evaluation framework that (1) simulates varying data availability over time, (2) creates multiple domains via resampling of a given dataset and (3) introduces inter-domain variability through controlled transformations, e.g., including time-dependent covariate and concept shifts. These capabilities enable the systematic simulation of a large number of variants of the experiments, providing deeper insights into how algorithms may behave when deployed. We demonstrate the usefulness of the proposed framework by performing a case study on a proprietary real-world suite of card payment datasets. To support reproducibility, we also apply the framework on the publicly available Bank Account Fraud (BAF) dataset. By providing a methodology for evaluating TL methods over time and in different data availability conditions, our framework supports a better understanding of model behavior in real-world environments, which enables more informed decisions when deploying models in new domains. © 2025 Elsevier B.V., All rights reserved.

Abstract
Log analysis is fundamental to modern software observability systems, playing a key role in improving system reliability. Recently, there has been a growing adoption of Large Language Models (LLMs) for log anomaly detection, due to their ability to learn complex patterns. In this work, we propose a model-agnostic framework that allows seamless plug-and-play integration of different LLMs, making it easy to experiment with and select the model that fits specific needs. These models are first fine-tuned on normal log data, learning their patterns. During inference, the model predicts the most probable next tokens based on the preceding context in each sequence. Anomaly detection is performed using Top-K predictions, where sequences are flagged as anomalous if the actual log entry does not appear among the K most probable next tokens, with K determined using the validation dataset. The proposed framework is evaluated on three widely-used benchmark datasets—HDFS, BGL, and Thunderbird—where it consistently achieves competitive results, outperforming state-of-the-art methods in multiple scenarios. These results highlight the effectiveness of LLM-based log analysis and the importance of flexibility when selecting models for specific operational contexts. © 2025 Elsevier B.V., All rights reserved.

Abstract

Abstract
Artificial Intelligence (AI), in particular Generative Artificial Intelligence (GenAI), is a quickly developing field capable of revolutionizing educational digital escape rooms. Traditionally reliant on static content, these immersive environments have faced limitations in adaptability, replayability, and personalization. However, recent advancements in AI and GenAI enable dynamic puzzle generation, adaptive storytelling, and AI-driven non-player characters (NPCs) with agentic AI, allowing for highly responsive and personalized experiences. This paper reviews the state-of-the-art in integrating AI (with the focus on GenAI) into educational digital escape rooms, integrating interdisciplinary insights from cognitive science, game design, and machine learning, and showing how AI can improve engagement, scalability, and content diversity, but also indicates challenges related to ethical AI use, bias in algorithmic decision-making, and the need for robust evaluation frameworks to assess player satisfaction and learning outcomes. © 2025 Elsevier B.V., All rights reserved.

Abstract
This paper presents an overview of the FGPE (Framework for Gamified Programming Education), a set of three Erasmus+ projects aimed at providing a framework for applying gamification to programming education. The overview will encompass all three phases of the framework development, emphasizing the gamification elements embedded in the design and implementation of the outputs of each phase. These outputs will be presented as a unified narrative, including the gamification framework for programming exercises, a format for defining gamification details for programming exercises and courses, the authoring tool for the gamification layer, a gamification Web service, a tutorial on gamifying programming exercises (guidance material), and a tool that automatically generates gamified programming exercises.