Abstract
Continuous-time dynamic graphs (CTDGs) are essential for modeling interconnected, evolving systems. Traditional methods for extracting knowledge from these graphs often depend on feature engineering or deep learning. Feature engineering is limited by the manual and time-intensive nature of crafting features, while deep learning approaches suffer from high inference latency, making them impractical for real-time applications. This paper introduces Deep-Graph-Sprints (DGS), a novel deep learning architecture designed for efficient representation learning on CTDGs with low-latency inference requirements. We benchmark DGS against state-of-the-art (SOTA) feature engineering and graph neural network methods using five diverse datasets. The results indicate that DGS achieves competitive performance while inference speed improves between 4x and 12x compared to other deep learning approaches on our benchmark datasets. Our method effectively bridges the gap between deep representation learning and low-latency application requirements for CTDGs.

Abstract
Lock-freedom offers significant advantages in terms of algorithm design, performance and scalability. A fundamental building block in software development is the usage of hash map data structures. This work extends a previous lock-free hash map to support a new simplified design that is able to take advantage of most state-of-the-art safe memory reclamation methods, thus outperforming the previous design. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

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
The teaching and learning process in higher education needs continuous cultivation of pedagogical expertise, encompassing subject mastery and pedagogical methodologies. This article explores the transformation of higher education institutions (HEIs) into hybrid campuses and the importance of pedagogical innovation, highlighting the need for training in hybrid/e-learning environments, and emphasizing the potential of mobile technologies. Furthermore, it presents a case study on two professional development courses offered to faculty members, working in the field of Engineering in Portugal, aiming to reconfigure their professionality. The research adopts an ethnographic methodology, integrating quantitative methods and utilizing a variety of data collection tools, including field notes and self-reflection sheets, to analyze the teachers' reconfiguration of their professional practices. The main findings of the study reveal that the majority of faculty members reported significant gains in transforming traditional courses to digital formats, mastering various online platforms and tools, and developing skills in online communication.

Abstract
This paper presents GAMAI, an AI-powered exercise gamifier, enriching the Framework for Gamified Programming Education (FGPE) ecosystem. Leveraging OpenAI APIs, GAMAI enables the teachers to leverage the storytelling approach to describe the gamified scenario. GAMAI decorates the natural language text with sentences needed by OpenAI APIs to contextualize the prompt. Once the gamified scenario has been generated, GAMAI automatically produces the exercise files for the FGPE AuthorKit editor. We present preliminary results in AI-assessed gamified exercise generation, showing that most generated exercises are ready to be used with none or minimum human effort needed.