Abstract
Serious Games have been used in professional training to increase employee engagement and improve the results of training initiatives in this context. This work intends to investigate the influence of game elements, in adaptable Serious Games, according to the users' interactions, in the increase of engagement in the game itself and, as the main objective, in the learning outcomes and the transfer of the acquired knowledge and practised skills to activities in the daily work. Using the Design Science Research methodology, this study is intended to develop a framework for the development and evaluation of Serious Games to improve the user experience, the learning outcomes, the transfer of knowledge to work situations, and the application of skills practised in the game in real professional scenarios. © 2021 Associacao Portuguesa de Sistemas de Informacao. All rights reserved.

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
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 digital society’s portrait involves being daily connected to the Internet, at home, at work and in the social life. But seniors do not feel this need, despite this need is increasing as everything around them is online. So, seniors take a change on web browsing, without being aware of the it is dangers, from the theft of personal data, fake news, or online frauds. Therefore, the investigation promotes a Serious Game that exposes these insecure digital situations by challenges to a group of seniors from a network of senior universities. Web Segura is an online educational game developed on the WordPress platform and with challenges of the H5P plugin. © 2023, University of Algarve Research Centre for Arts and Communication. All rights reserved.

Abstract
Professional training presents a significant challenge for organizations, particularly in captivating and engaging employees in these learning initiatives. With the ever-evolving landscape of workplace education, various learning modes have emerged within organizations, and e-learning stands out as a prominent choice. This increasingly cost-effective and adaptable solution has revolutionized training by facilitating numerous learning activities, including the seamless integration of educational games driven by cutting-edge technologies. However, incorporating serious games into educational and professional settings introduces its own set of challenges, particularly in quantifying their tangible impact on learning and assessing their adaptability across diverse contexts. Organizations require a consistent framework to guide best practices in implementing e-learning combined with serious games in professional training. The primary objective of this research is to bridge this gap. Rooted in the methodology of Design Science Research, it aims to provide a comprehensive framework for creating and assessing adaptive serious games that achieve desired learning and engagement outcomes. The overarching goal is to enhance the teaching-learning process in professional training, ultimately elevating student engagement and boosting learning outcomes to new heights. The proposal is grounded in a review of literature, expert insights, and user experiences with Serious Games in professional training, considering learning outcomes and forms of adaptation as essential characteristics for developing or evaluating Serious Games. The result is a framework designed to guide learners toward improved learning outcomes and increased engagement. The proposal underwent evaluation through triangulation, involving focus groups and expert interviews. Additionally, it was utilized in the development and assessment of a Serious Game, offering new insights and application suggestions. This experiment provided an evaluation of the framework based on real courses. In summary, this investigation contributes to the development of evidence-based approaches for the effective use of Serious Games in professional training.

Abstract
Games with purposes beyond entertainment, the so-called serious games, have been useful tools in professional training, especially in engaging participants. However, their evaluation and, also, their adaptable characteristics to different scenarios, audiences and contexts remain challenges. This paper examines the application of serious games in professional training, their results and adaptable ways to achieve certain goals. Using the Design Science Research (DSR) methodology, a framework was built to develop and evaluate serious games to improve user experience, learning outcomes, knowledge transfer to work situations, and the application of the skills practised in the game in real professional settings. At this stage, the investigation presents a framework regarding the triangulation of data collected from a systematic literature review, focus groups and interviews. Following the DSR methodology, the next steps of this investigation, listed at the end of the paper, are the demonstration of the framework in serious game development and the evaluation and validation of this artefact. © 2023 ITMA.