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.

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This paper presents the guidelines for game experiences integration into Learning Management Systems (LMS) through the IMS LTI (Learning Tools Interoperability) specification. At the same time, it also introduces a dynamic scoring formula, based on a given taxonomy, that goes beyond traditional metrics, allowing for the inclusion of any number of game elements, such as levels, challenges, hints used, and time taken, within the game framework. These elements are assigned weight factors, which can be configured by instructors within the LMS platform, facilitating personalized assessment criteria tailored to specific learning objectives. In order to apply these approach in a real educational scenario, an Escape Room (ER) for math skills testing was used. Using the LTI specification for integration in combination with the dynamic scoring formula provides a comprehensive assessment of student performance, giving a single score which will be vital to enhance the LMS gamified workflow. This research contributes to the field of gamification in education, offering insights into the integration of (serious or regular) games in LMS platforms.

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