Abstract
The virtual reconstitution of Castelo de Vide, Portugal, within the FRONTOWNS project, highlights the challenges and successes of multidisciplinary collaboration in heritage preservation through 3D modeling. The goal was to reconstruct the town's urban evolution, focusing on its role as a border settlement from the 13th to 16th centuries. The project combined archaeological evidence, historical sources, and digital technologies like photogrammetry and 3D scanning. Co -creation workshops aligned diverse knowledge, leading to creative solutions that balanced historical accuracy and technical feasibility. Despite budget constraints, it produced a high-quality digital reconstitution with insights for future virtual heritage projects.

Abstract
Achieving consistency in immersive learning case descriptions is essential but challenging due to variations in research focus, methodology, and researchers' background. We addresses these challenges by leveraging the Immersive Learning Case Sheet (ILCS), a methodological instrument to standardize case descriptions, that we applied to an immersive learning case on ancient Greek technology in VRChat. Research team members had differing levels of familiarity with the ILCS and the case content, so we developed a custom ChatGPT assistant to facilitate consistent terminology and process alignment across the team. This paper constitutes an example of how structured case reports can be a novel contribution to immersive learning literature. Our findings demonstrate how the ILCS supports structured reflection and interpretation of the case. Further we report that the use of a ChatGPT assistant significantly supports the coherence and quality of the team members development of the final ILCS. This exposes the potential of employing AI-driven tools to enhance collaboration and standardization of research practices in qualitative educational research. However, we also discuss the limitations and challenges, including reliance on AI for interpretive tasks and managing varied levels of expertise within the team. This study thus provides insights into the practical application of AI in standardizing immersive learning research processes.

Abstract
This work reflects upon what Immersion can mean from the perspective of an Artificial Intelligence (AI). Applying the lens of immersive learning theory, it seeks to understand whether this new perspective supports ways for AI participation in cognitive ecologies. By treating AI as a participant rather than a tool, it explores what other participants (humans and other AIs) need to consider in environments where AI can meaningfully engage and contribute to the cognitive ecology, and what the implications are for designing such learning environments. Drawing from the three conceptual dimensions of immersion-System, Narrative, and Agency-this work reinterprets AIs in immersive learning contexts. It outlines practical implications for designing learning environments where AIs are surrounded by external digital services, can interpret a narrative of origins, changes, and structural developments in data, and dynamically respond, making operational and tactical decisions that shape human-AI collaboration. Finally, this work suggests how these insights might influence the future of AI training, proposing that immersive learning theory can inform the development of AIs capable of evolving beyond static models. This paper paves the way for understanding AI as an immersive learner and participant in evolving human-AI cognitive ecosystems.

Abstract
The co-creation of games is a research area that has shown very promising results in identifying technological requirements. It is an approach where the researcher usually adopts the role of a participant observer, guiding the dynamics of co-creation acts. This situation limits the opportunities for replicability of co-creation methods by independent facilitators, which could elucidate the quality and improvement opportunities of these methods, contributing to their more widespread application. In this paper, we present a methodology that aims to overcome this limitation, allowing the replication of co-creation workshops by different independent facilitators. This methodology was conceived in the context of collecting relevant information for the design of an educational digital platform that intends to use gamified resources for adult education in digital health data literacy. Specifically, co-creation workshops were used to gain an overview of the difficulties of different age groups in this area and their perspective on which games would best address these difficulties. The workshops were conducted in five countries with planning oriented so that each country could have a different facilitator, not requiring the presence of the researcher who designed them. The challenge of this planning was to maintain the approach of the facilitators identical in all countries, as best one could. We present here the method adopted through its planning and materials designed for information collection, which included brainstorming using card sorting and game ideation with the use of templates. The analysis of replicability by independent facilitators was done by scrutinizing the produced elements, which allowed us to observe the aspects of coherence and divergence among the various facilitators. Thus, we conclude that this approach is a good starting point to overcome current limitations and identify possible lines of improvement.

Abstract
Este estudo tem como objetivo discutir o potencial das abordagens de Educação OnLIFE e de Ambientes Virtuais Imersivos na transformação do ensino-aprendizagem em engenharia, focando especialmente em superar os principais desafios contemporâneos da área, tais como a falta de experiência prática, a obsolescência das infraestruturas de laboratório e a inadequação dos métodos de ensino convencionais. Com base na fundamentação teórica, o estudo explorou como a Educação OnLIFE e a Aprendizagem Imersiva podem contribuir nos processos de ensino-aprendizagem da engenharia, proporcionando uma experiência educacional mais adaptativa e experiencial. A análise empírica do estudo apresentou exemplos específicos onde estas metodologias podem ser aplicadas para criar ambientes de aprendizado que simulam experiências industriais reais e projetos de engenharia, destacando o potencial desta abordagem para melhoria da interatividade e na personalização da aprendizagem. As conclusões reiteram que, ao enfrentar os problemas identificados, a adoção de Educação OnLIFE combinada com estratégias de aprendizagem imersiva tem potencial para enriquecer o currículo de ensino de engenharia, para desenvolver tanto a competência técnica quanto atitudinal dos graduandos para os desafios contemporâneos do mercado de trabalho.

Abstract
O 1.º SEVj – Seminário sobre Ensino de Videojogos – decorreu no dia 13 de setembro de 2019, organizado pela Sociedade Portuguesa de Ciências dos Videojogos (SPCV) e pelo LabTE da Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra. O evento teve como objetivo reunir a comunidade nacional que leciona sobre videojogos para promover sinergias e um conhecimento mútuo mais detalhado. Os participantes foram convidados a partilhar a sua experiência, apresentando práticas bem-sucedidas e reflexões sobre o tema dos videojogos e o seu ensino. Visa-se com este evento, e suas futuras edições, contribuir para aprimorar a qualidade da formação dos profissionais nas áreas dos videojogos em Portugal. Este documento dá conta das conclusões do evento e apresenta os resumos das comunicações apresentadas pelos participantes. O seminário decorreu em quatro blocos de apresentações de comunicações individuais seguidas de um período de debate plenário sobre as mesmas. O final do evento foi dedicado a um plenário mais vasto convidando todos os participantes para debate e reflexão global, sob a linha diretora: “O que deve advir de maior sentido de corpo nesta comunidade académica?” Os contributos foram coligidos ao vivo em documento online, projetado e editado durante o debate. Esse documento foi posteriormente partilhado com todos os participantes, para dar continuidade à sua elaboração e correção, tendo originado a versão aqui apresentada.