Abstract
Driving simulators are essential tools for training, education, research, and scientific experimentation. However, the diversity and quality of virtual environments in simulations is limited by the specialized human resources availability for authoring the content, leading to repetitive scenarios and low complexity of real-world scenes. This work introduces a pipeline that can process text-based narratives outlining driving experiments to procedurally generate dynamic traffic simulation scenarios. The solution uses Retrieval-Augmented Generation alongside local open-source Large Language Models to analyse unstructured textual information and produce a knowledge graph that encapsulates the world scene described in the experiment. Additionally, a context-based formal grammar is generated through inverse procedural modelling, reflecting the game mechanics related to the interactions among the world entities in the virtual environment supported by CARLA driving simulator. The proposed pipeline aims to simplify the generation of virtual environments for traffic simulation based on descriptions from scientific experiment, even for users without expertise in computer graphics. © 2025 by SCITEPRESS–Science and Technology Publications, Lda.

Abstract
In this study we explore the impact of multisensory stimuli in virtual reality on users' emotional responses, addressing a knowledge gap in this rapidly evolving field. Utilizing a range of sensory inputs, including taste, haptics, and smell, in addition to audiovisual cues, this study aims to understand how different combinations of these stimuli affect the users' emotional experience. Two immersive virtual experiences have been developed for this purpose. One included a scenario to evoke positive emotions through selectively chosen pleasant multisensory stimuli, validated in a focus group. The other sought the contrary: to trigger negative emotions by integrating selected combinations of unpleasant multisensory stimuli, also validated in the same focus group. Through a comparative analysis, our findings revealed significant differences in emotional responses between the groups exposed to positive and negative stimuli combinations. Results indicated that combinations involving haptics and taste were particularly effective in eliciting intense emotions using positive stimuli, but their impact was less significant with negative stimuli. This investigation suggests that a fully multisensory virtual environment integrating positive stimuli might lead to cognitive overload, reducing overall emotional responses. In contrast, environments with negative stimuli could enhance emotional engagement and be more likely to avoid cognitive overload. These findings have important implications for designing emotionally resonant and compelling virtual reality experiences. This research enhances the understanding of sensory integration in virtual reality and its effects on emotional engagement, offering valuable insights for developing more impactful virtual experiences.

Abstract
Histology is a preclinical subject transversal in medical, dental, and veterinary curricula. Classical teaching approaches in histology are often undermined by lower motivation and engagement of students, which may be addressed by innovative learning environments. Herein, we developed a serious game approach and compared it with a classical teaching style. The students' feedback was evaluated by questionnaires, and their performance on quizzes and exam's scores were assessed. The serious game (Histopoly) consisted of a game-based web application for the teacher/game master, a digital gaming application used by the students as a controller, and a projected digital board game. The board featured rows for the four fundamental tissues (epithelial, connective, muscular, and nervous) paired with question tiles and additional tiles with more demanding activities (e.g., drawing, presenting slides, and making a syllabus). Participants included all veterinary students enrolled in the first year. Paired laboratory sessions were split with four sections (n = 94 students) playing Histopoly at the end of all sessions and two sections (n = 28 students) completing small evaluations every three weeks at the beginning of sessions. According to the questionnaires, students that played the serious game were more motivated, engaged, and more interconnected with classmates. The activity was considered fun, and students enjoyed the classes more. No differences in the final examination scores were found, but the percentage of correct answers provided throughout the serious game was significantly higher. Overall, these findings argue for the inclusion of serious games in modern histology teaching to promote student engagement in learning.

Abstract
The potential of Augmented Reality (AR) has been harnessed to create immersive game settings, present layers of relevant information in museums, streamline procedures in healthcare and industry, and captivate consumers through innovative marketing strategies. Certain artifacts lend themselves well to representation in AR, especially those requiring a seamless fusion of the information layer with physical space. This integration underscores the suitability of information design artifacts for AR implementation. This study aims to delineate the distinctive attributes of AR in remediating information design, effectively catering to the user's informational needs. To this end, we analyzed the Google Translate app, examining it through the analytical lens of body schema and haptic engagement. The findings reveal that AR manifests as a performative, personalized, crafted image that fosters involvement through agency. The performative nature of the image directs attention, while individual images collectively form a collection. It is recommended that AR design be centered around achieving harmony among body, media, and space.

Abstract

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.