Abstract
Virtual environments for driving simulations aimed to scientific purposes require three-dimensional road models that must obey to detailed standards of specification and realism. The creation of road models with this level of quality requires previous definition of the road networks and the road paths. Each road path is usually obtained through the dedicated work of roadway design specialists, resulting in a long time consuming process. The driving simulation for scientific purposes also requires a semantic description of all elements within the environment in order to provide the parameterization of actors during the simulation and the production of simulation reports. This paper presents a methodology to automatically generate road environments suitable to the implementation of driving simulation experiences. This methodology integrates every required step for modelling road environments, from the determination of interchanges nodes to the generation of the geometric and the semantic models. The human supervisor can interact with the model generation process at any stage, in order to meet every specific requirement of the experimental work. The proposed methodology reduces workload involved in the initial specification of the road network and significantly reduces the use of specialists for preparing the road paths of all roadways. The generated semantic description allows procedural placing of actors in the simulated environment. The models are suitable for conducting scientific work in a driving simulator. Copyright

Abstract
Virtual environments for driving simulation aimed to scientific purposes require realistic three-dimensional models of roads. The creation of road models for these purposes, is usually preceded by the design of road paths which fulfill all the desired specific characteristics. Traditionally, the design of road paths is performed by road engineering specialists, resulting in a very time-consuming task. This paper presents a method that allows the procedural generation of road paths aimed to driving simulation experiments (e.g., ergonomics, psychology and traffic engineering). This method is inspired in methods used in roadways engineering, producing roads according to the design standards and similar to those found in the real world. This significantly reduces the need of specialists to prepare the road paths and generate road models suitable for conducting scientific work in driving simulators.

Abstract
Serious games are starting to attain a higher role as learning tools in several and diversified contexts such as education and training. Serious games provide a favorable learning environment where mistakes can occur without real life penalty and students get instant feedback from challenges. The rules, behavior simulation, and feedback from the player's actions of the studied games, provide a realistic context for learning where failure and repetition can be a positive contribution to achieve success. These challenges are designed in accordance with the intended learning objectives and will self-adapt and repeat according to the student difficulty level while providing instant feedback. There is decisively an acquisition of knowledge and experience through: (1) motivating and engaging environments, (2) approaches to problem solving and simulation of different situations, and also, (3) from contexts where players can develop professional skills. However, how do we certify acquired knowledge and competencies? Until now, most research has been focused on the evaluation of the game itself rather than on the learners' assessment. The analysis of the player is usually performed at the end of the game using traditional questionnaire forms. Instead of that, using our Correlation Matrix methodology [15], we provide a set of guidelines for game designers to build specific games for the certification of competences, and an in-game assessment in location-based cultural heritage applications. This assessment can be done with in-game mechanics and challenges providing a learning path to obtain the intended competences. These guidelines are established on a triad of components: Competencies/Mechanics/Play, following the approach of Casper Harteveld (Play/Meaning/Reality) [19]. This is needed for balancing the relationship between the game mechanics for serious games genres, the array of competences to certify, and the game elements. This paper presents a matrix of generic skills, based on the Education Competences [12] which serves as a reference to identify which competencies must be used to obtain the performance success of each situation. Based on the combination of identified competencies and the training game genres, this choice allows the identification of the most appropriate and necessary mechanics and challenges by comparison with a correlation matrix between competencies and game genre analysis with 120 serious games. Currently this methodology is being applied in the context of tourism guide's applications with the key objective of identifying ability patterns correlated in acquiring different skills (multiplex). In the tourism guide's context these skills could be planning and organizing the city exploration through challenges and targets to achieve, and successful assess heritage knowledge by quizzes or photos taken. As a result, existing game mechanics are identified and new ones are created and implemented in a Location-Based Gaming (LBG) platform to support more learning and to better interact with the heritage sites. As a case study the guidelines will be applied to a tourism mobile route application, about Porto heritage, to provide an improved design so that it may also be capable of in-game certification of tourism guides.

Abstract

Abstract
Following the proliferation of Augmented Reality technologies and applications in mobile devices it is becoming clear that AR techniques have matured and are ready to be used for large audiences. This poses several new multimedia interaction and usability problems that need to be identified and studied. AR problems are no longer exclusively about rendering superimposed virtual geometry or finding ways of performing GPS or computer vision registration. It is important to understand how to keep users engaged with AR and in what occasions it is suitable to use it. Additionally how should graphical user interfaces be designed so that the user can interact with AR elements while pointing a mobile device to a specific real world area? Finally what is limiting AR applications from reaching an even broader acceptance and usage level? This position paper identifies several interaction problems in today's multimedia AR applications, raising several pressing issues and proposes several research directions. Copyright

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.