Abstract
This paper introduces GERF, a Gamified Educational Virtual Escape Room Framework designed to enhance micro-learning and adaptive learning experiences in educational settings. The framework incorporates a user taxonomy based on the user type hexad, addressing the preferences and motivations of different learners profiles. GERF focuses on two key facets: interoperability and analytics. To ensure seamless integration of Escape Room (ER) platforms with Learning Management Systems (LMS), the Learning Tools Interoperability (LTI) specification is used. This enables smooth and efficient communication between ERs and LMS platforms. Additionally, GERF uses the xAPI specification to capture and transmit experiential data in the form of xAPI statements, which are then sent to a Learning Record Store (LRS). By leveraging these learning analytics, educators gain valuable insights into students’ interactions within the ER, facilitating the adaptation of learning content based on individual learning needs. Ultimately, GERF empowers educators to create personalized learning experiences within the ER environment, fostering student engagement and learning outcomes. © 2024, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Abstract
This paper explores the integration of virtual escape rooms as innovative educational tools in the realm of computer programming. Recognizing the need to engage and motivate learners in this complex domain, we investigate the use of virtual escape rooms in a typical educational setting where Learning Management Systems play a pivotal role. The paper starts by surveying existing escape rooms designed for teaching programming and related domains, considering factors such as interactivity, educational efficacy, and learner engagement. Additionally, it is emphasized the role of standards in creating interoperable learning environments, introducing IMS LTI for seamless integration with learning management systems and xAPI for tracking learner activities within escape rooms. By leveraging these standards and a Learning Record Store (LRS) as a central repository, an architectural framework is presented which enables personalized learning experiences and data-driven insights, catering to the diverse needs and preferences of the new generation of learners.

Abstract
Seasonal and daily variations of gaseous emissions from naturally ventilated dairy cattle barns are important figures for the establishment of effective and specific mitigation plans. The present study aimed to measure methane (CH4) and ammonia (NH3) emissions in three naturally ventilated dairy cattle barns covering the four seasons for two consecutive years. In each barn, air samples from five indoor locations were drawn by a multipoint sampler to a photoacoustic infrared multigas monitor, along with temperature and relative humidity. Milk production data were also recorded. Results showed seasonal differences for CH4 and NH3 emissions in the three barns with no clear trends within years. Globally, diel CH4 emissions increased in the daytime with high intra-hour variability. The average hourly CH4 emissions (g h-1 livestock unit- 1 (LU)) varied from 8.1 to 11.2 and 6.2 to 20.3 in the dairy barn 1, from 10.1 to 31.4 and 10.9 to 22.8 in the dairy barn 2, and from 1.5 to 8.2 and 13.1 to 22.1 in the dairy barn 3, respectively, in years 1 and 2. Diel NH3 emissions highly varied within hours and increased in the daytime. The average hourly NH3 emissions (g h-1 LU-1) varied from 0.78 to 1.56 and 0.50 to 1.38 in the dairy barn 1, from 1.04 to 3.40 and 0.93 to 1.98 in the dairy barn 2, and from 0.66 to 1.32 and 1.67 to 1.73 in the dairy barn 3, respectively, in years 1 and 2. Moreover, the emission factors of CH4 and NH3 were 309.5 and 30.6 (g day- 1 LU-1), respectively, for naturally ventilated dairy cattle barns. Overall, this study provided a detailed characterization of seasonal and daily gaseous emissions variations highlighting the need for future longitudinal emission studies and identifying an opportunity to better adequate the existing mitigation strategies according to season and daytime.

Abstract
Multi-Access Edge Computing (MEC) represents the central concept that enables the creation of new applications and services that bring the benefits of edge computing to networks and users. By implementing applications and services at the edge, close to users and their devices, it becomes possible to take advantage of extremely low latency, substantial bandwidth, and optimized resource usage. However, enabling this approach requires careful integration between the MEC framework and the open 5G core. This work is dedicated to designing a new service that extends the functionality of the Multi-Access Traffic Steering (MTS) API, acting as a strategic bridge between the realms of MEC and the 5G core. To accomplish this objective, we utilize free5GC (open-source project for 5G core) as our 5G core, deployed on the Kubernetes cluster. The proposed service is validated using this framework, involving scenarios of high user density. To conclude whether the discussed solution is valid, KPIs of 5G MEC applications described in the scientific community were sought to use as a comparison parameter. The results indicate that the service effectively addresses the described issues while demonstrating its feasibility in various use cases such as e-Health, Paramedic Support, Smart Home, and Smart Farms.

Abstract
With the proliferation of Internet of Things (IoT) devices, there is an increasing need to prioritize their security, especially in the context of identity and authentication mechanisms. However, IoT devices have unique limitations in terms of computational capabilities and susceptibility to hardware attacks, which pose significant challenges to establishing strong identity and authentication systems. Paradoxically, the very hardware constraints responsible for these challenges can also offer potential solutions. By incorporating hardware-based identity implementations, it is possible to overcome computational and energy limitations, while bolstering resistance against both hardware and software attacks. This research addresses these challenges by investigating the vulnerabilities and obstacles faced by identity and authentication systems in the IoT context, while also exploring potential technologies to address these issues. Each identified technology underwent meticulous investigation, considering known security attacks, implemented countermeasures, and an assessment of their pros and cons. Furthermore, an extensive literature survey was conducted to identify instances where these technologies have effectively supported device identity. The research also includes a demonstration that evaluates the effectiveness of hardware trust anchors in mitigating various attacks on IoT identity. This empirical evaluation provides valuable insights into the challenges developers encounter when implementing hardware-based identity solutions. Moreover, it underscores the substantial value of these solutions in terms of mitigating attacks and developing robust identity frameworks. By thoroughly examining vulnerabilities, exploring technologies, and conducting empirical evaluations, this research contributes to understanding and promoting the adoption of hardware-based identity and authentication systems in secure IoT environments. The findings emphasize the challenges faced by developers and highlight the significance of hardware trust anchors in enhancing security and facilitating effective identity solutions.

Abstract
Learning how to program is a difficult task. To acquire the re-quired skills, novice programmers must solve a broad range of programming activities, always supported with timely, rich, and accurate feedback. Automated assessment tools play a major role in fulfilling these needs, being a common pres-ence in introductory programming courses. As programming exercises are not easy to produce and those loaded into these tools must adhere to specific format requirements, teachers often opt for reusing them for several years. There-fore, most automated assessment tools, particularly Mooshak, store hundreds of submissions to the same programming ex-ercises, as these need to be kept after automatically pro-cessed for possible subsequent manual revision. Our dataset consists of the submissions to 16 programming exercises in Mooshak proposed in multiple years within the 2003-2020 timespan to undergraduate Computer Science students at the Faculty of Sciences from the University of Porto. In particular, we extract their code property graphs and store them as CSV files. The analysis of this data can enable, for instance, the generation of more concise and personalized feedback based on similar accepted submissions in the past, the identifica-tion of different strategies to solve a problem, the under -standing of a student's thinking process, among many other findings.(c) 2023 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )