Abstract
Serious Pervasive Games extend themagic circle (Huizinga, 1938) to the players’ context and surrounding environment. The blend of both physical and fictive game worlds provides a push in player engagement and promotes situated learning approaches. Space and time, as well as social context, acquire a more meaningful impact on the gameplay. From pervasive learning towards science communication with location-based games, this article presents research and case studies that exemplify their benefits and related problems. Pervasive learning can be defined as “learning at the speed of need through formal, informal and social learning modalities” (Pontefract, 2013). The first case study—the BEACONING project—aims to contextualize the teaching and learning process, connecting it with problem-based game mechanics within STEM. The main goal of this project is to provide the missing connection between STEM subjects and real-world interactions and applications. The pedagogical foundation is supported on problem-based learning (PBL), in which active learning is in the center, and learners have to work with different tools and resources in order to solve problems (quests). Teachers create, facilitate, and assess pervasive and gamified learning activities (missions). Furthermore, these quests are gamified in order to provide non-linear game plots. In a second case study, we demonstrate and evaluate how natural heritage can benefit from pervasive games. This study is based on a set of location-based games for an existing natural park, which have been developed in order to provide enhanced experiences, as well as additional information about some species that are more difficult to observe or that are seasonal. Throughout the research and development of these projects, we have encountered and identified several problems, of different nature, present in pervasive games.

Abstract
The Haka'a'Museum workshop in Madeira explores how augmented reality (AR) enhances marine conservation education. This one-day, hands-on experience engages participants in co-creating AR experiences that make complex environmental issues more accessible. Following a structured approach, participants explore museum exhibits, collaborate on AR concepts, implement content using no-code tools, and evaluate their experiences. Leveraging Madeira's unique marine ecosystem, the workshop addresses ocean pollution, climate change, and sustainability. Data from AR interactions will inform the best practices for museum education. Ultimately, the workshop fosters awareness and action for ocean sustainability, redefining how museums educate through immersive technology.

Abstract
This study focuses on exploring new formats and innovative approaches to digital storytelling in museums, offering a critical analysis of existing formats and proposing new perspectives. Initially, current digital storytelling formats are examined, ranging from mobile applications and augmented reality to interactive and multimedia exhibitions. Next, new paradigms and strategies are discussed that aim to expand the possibilities of public engagement and enrich museum experiences. Using a detailed method, careful selections, in-depth analyses and presentation of results are made that highlight both the potential and challenges of these new approaches. The final discussion contextualizes these practices in the current scenario of digital culture and suggests paths for future investigations and developments in the field of digital storytelling in museums. © 2025 Elsevier B.V., All rights reserved.

Abstract

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
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.