Abstract
This paper is poised to inform educators, policy makers and software developers about the untapped potential of PWAs in creating engaging, effective, and personalized learning experiences in the field of programming education. We aim to address a significant gap in the current understanding of the potential advantages and underutilisation of Progressive Web Applications (PWAs) within the education sector, specifically for programming education. Despite the evident lack of recognition of PWAs in this arena, we present an innovative approach through the Framework for Gamification in Programming Education (FGPE). This framework takes advantage of the ubiquity and ease of use of PWAs, integrating it with a Pareto optimized gamified programming exercise selection model ensuring personalized adaptive learning experiences by dynamically adjusting the complexity, content, and feedback of gamified exercises in response to the learners' ongoing progress and performance. This study examines the mobile user experience of the FGPE PLE in different countries, namely Poland and Lithuania, providing novel insights into its applicability and efficiency. Our results demonstrate that combining advanced adaptive algorithms with the convenience of mobile technology has the potential to revolutionize programming education. The FGPE+ course group outperformed the Moodle group in terms of the average perceived knowledge (M = 4.11, SD = 0.51).

Abstract

Abstract
The adoption of immersive virtual experiences (IVEs) opened new research lines where the impact of realism is being studied, allowing developers to focus resources on realism factors proven to improve the user experience the most. We analyzed papers that compared different levels of realism and evaluated their impact on user experience. Exploratorily, we also synthesized the realism terms used by authors. From 1,300 initial documents, 79 met the eligibility criteria. Overall, most of the studies reported that higher realism has a positive impact on user experience. These data allow a better understanding of realism in IVEs, guiding future R&D.

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This paper investigates the impact of different immersive Virtual Reality (iVR) technological approaches in teaching and learning English as a Foreign Language (EFL). Specifically, this paper explores the passive iVR and interactive iVR in a real authentic learning context as didactic possibilities compared to the conventional method of listening, consisting of audio-only listening exercises. The study was conducted using university students of B1 level EFL classes. The dependent variables considered in the study were Knowledge Retention, Presence, User Satisfaction, Cybersickness, and Preferred Technology. Results indicated that users showed significant satisfaction and preference for using this technology for learning, revealing enjoyment and motivation which are vital factors when learning a foreign language. However, no significant differences were found between learning via traditional listening exercises or the virtual system. Correlation tests were conducted between the questionnaire subscales to understand better which elements can influence learning. The study concludes that using iVR-based learning tools to learn a foreign language as an alternative to audio listening can only produce a broader positive impact and greater motivation. The results also suggest that iVR can be a valuable tool in the education field for knowledge transfer and motivation when learning foreign languages.

Abstract
The use of digital games as support tools for education has proven to be effective. To explore their potential, it is crucial to design them carefully. This chapter considers the design of games for education, where players cultivate their knowledge and practice their skills by multiplying numerous hindrances during gaming. Educational elements are integrated into the gameplay, which players acquire while playing. The game's effectiveness depends on the players' ability to form a cheerful and encouraging environment to continue playing while increasing their interest in gameplay and improving academic performance. Following a design-first development approach, an innovative proposal for this design is presented, adding a new dimension to the game's tetrad: learning dynamics. Benefiting from years of professional practice, this game pentad design framework fulfills the learning and user experience requirements while overcoming the design limitations of more conventional approaches not based on an educational purpose.

Abstract
Virtual reality (VR) potential to isolate users from the real world while producing a rich virtual environment where users act similarly to how they would, in reality, is still being investigated in several fields. In this work, we investigated the effects of product contextualisation and gender under an immersive VR application where users can explore in-depth a commercial product with a hands-on experience. An experimental between-subjects study was performed with 38 participants between 18 and 28 years. The product tested consisted of a double-door refrigerator equipped with a touchscreen. Two independent variables were studied: Context (the refrigerator was filled with food products and placed in a kitchen), Neutral Context (empty refrigerator displayed in an empty white room), and Gender (Female and Male). As for the dependent variables, we considered how clarified users felt about the product functionalities, its size, the extent users remember details and characteristics of the refrigerator, and the user's subjective workload. The evidence shows that contextualisation and gender have no impact on any dependent variables. Therefore, we concluded that presenting a product in its context does not benefit significantly benefit it. Thus, opting for a neutral context would be preferable to save computational costs and human resources necessary to build and run the higher complexity environments required to contextualise the product.