Abstract
Assessment and tracking of activities in non-traditional contexts, such as immersive environments, is a complex and timeconsuming process for instructors. This limits the widespread adoption of immersive environments, since the consequences of those constraints are lack of awareness for orchestration of learning, and lack of elements for assessment. The Inven!RA architecture proposes tackling this problem by collecting status and outcome analytics from multiple immersive activities into a single learning plan, where they are mapped to learning objectives. This enables the creation of learning dashboards for instructors and students, to support their awareness and assessment, enabling learning orchestration and self-regulation of learning. We present an implementation of the Inven!RA architecture in a platform linked to a remote computer networking laboratory, exemplifying how the architecture can achieve its purported goals.

Abstract
The Open Laboratory of Interdisciplinary Experimentation (LAEI) had its 1st edition as UC "lnovPed" in the academic year 2018/2019, resulting from a proposal presented by professors from the Faculty of Arts, Faculty of Engineering and collaborators of the U. Porto. Imp1ementing the U.OpenLah concept and involving students from different degrees and scientific areas, LAEI has sought to develop basic skills and added value in creating digital experiences. Through theoretical exposition and an experimentation exercise in the field of digital content production or technologies for innovative digital content, creativity and project management, students share and implement the concepts and competences learned, including those of the scientific area of origin.

Abstract
Natural user interfaces are becoming widespread as a focus of research in human-computer interaction. Gestural interaction is an important part of this field, but generally done by mimicry. This raises concerns such as the necessity of creating abstractions for non-imitable commands and the difficulty of finding gestures that are meaningful for a worldwide audience. Cultural backgrounds impart different meanings to gestures. In this research , we explore the concept of allowing individuals to interact with computer systems using gesture from the individual’s own culture, focusing on a software engineering approach to support this idea. The aim is to leverage the rich semantics of non-mimicry cultural gestures to expand gestural interaction to support abstract commands for instructions that do not have a matching gestural imitation. This approach also holds the potential to support the learning of gestural commands, by linking them to the cultural background of each user. The proposed software engineering approach demonstrates the feasibility of planning applications with commands in mind, not specific gestures, separating concerns between gestural identification (which can include cultural background elements) and actual commands.

Abstract
A Shamanic Interface is a recent concept that posits that the acknowledgment of culture in gestural commands may contribute to richer and more powerful user interaction with abstract concepts and complexity, but has a lack of empirical validation. Hence, this paper presents a game developed as an empirical research tool for data collection and testing on shamanic interfaces. The game is a small maze where users use gestures to control a character to reach the end of each level. The control gestures performed by each user are captured with a Leap Motion controller and recognized through Hidden Markov Models. Three command sets were implemented: Portuguese cultural gestures, Dutch cultural gestures, and a generic set. This paper evaluates the game with different users to check its playability. We conclude that the game can be used as a research data-collection tool as is, but also acknowledge several playability-related improvement recommendations.

Abstract
The potential of digital games, when transformed into Serious Games (SGs), Games for Learning (GLs), or game-based learning (GBL), is truly inspiring. These forms of games hold immense potential as effective learning tools as they have a unique ability to provide challenges that align with learning objectives and adapt to the learner's level. This adaptability empowers educators to create a flexible and customizable learning experience, crucial in acquiring knowledge, experience, and professional skills. However, the lack of a standardised design methodology for challenges that promote skill acquisition often hampers the effectiveness of games-based training. The four-step Triadic Certification Method directly responds to this challenge, although implementing it may require significant resources and expertise and adapting it to different training contexts may be challenging. This method, built on a triadic of components: competencies, mechanics, and training levels, offers a new approach for game designers to create games with embedded in-game assessment towards the certification of competencies. The model combines the competencies defined for each training plan with the challenges designed for the game on a matrix that aligns needs and levels, ensuring a comprehensive and practical learning experience. The practicality of the model is evident in its ability to balance the various components of a certification process. To validate this method, a case study was developed in the context of learning how to drive, supported by a game coupled with a realistic driving simulator. The real time collection of game and training data and its processing, based on predefined settings, learning metrics (performance) and game elements (mechanics and parameterisations), defined by both experts and game designers, makes it possible to visualise the progression of learning and to give visual and auditory feedback to the student on their behaviour. The results demonstrate that it is possible use the data generated by the player and his/her interaction with the game to certify the competencies acquired.

Abstract
This article inspects theory emerging from literature review and labora-tory work on games for cultivating creative literacy. Whether games can or cannot instil or alienate one’s creativity is debatable. On one hand, they can be risk-and stress-free exploring grounds for people to interact in ways without parallel; on another, they can disengage players from the real world. Nevertheless, they have the potential to be turned into tools for thinking, for learning and for articulating knowledge between individu-als. With that into consideration, we pinpointed two main groups that branch into four major categories: Behaviours – comprised of Attitudes and Competencies – and Conditions – comprised of Procedures and Resources – which we are structuring into a framework from which we draw hypotheses that undergo validation through play-testing sessions, in order to improve the framework.