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
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.

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Abstract
This paper presents a solution for visualizing oil spills at sea by combining satellite data with virtual choreographies. The system enables dynamic, interactive visualization of oil slicks, reflecting their shape, movement, and interaction with environmental factors like currents and wind. High-resolution geospatial data supports a multiplatform experience with aerial and underwater perspectives. This approach promotes independence, interoperability, and multiplatform compatibility in environmental disaster monitoring. The results validate virtual choreographies as effective tools for immersive exploration and analysis, offering structured data narratives beyond passive visualization - especially valuable for mixed reality applications. © 2025 IEEE.

Abstract
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.