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
Serious Games are games where the entertainment aspect is not the most relevant purpose. Beyond the motivation as key for the success, Serious Games have challenging goals; they are fun to play and/or engaging; they incorporate some concepts of scoring; and they impart skills, knowledge and attitudes that can be applied in the real world. The growing interest on this type of game results from several factors such as: the theoretical grounding in different learning theories, the development of high-quality gaming experiences, the increased offer of collaboration and competition in multiplayer modes and the opportunity for integrated assessment. This technology can be applied to aid players developing professional skills, but how do we certify the acquired knowledge and skills? This paper proposes a new approach based on serious game for competencies certification using in-game validation. A new correlation matrix is defined associating the game mechanics of serious games and an array of competences, identifying the most suitable game mechanics for each specific competence. This generic matrix represents the results of the analysis about what the student should learn, understand and be able to do after they complete the learning process for a specific task or job position (competencies) and the most adequate game mechanics. Lominger's set of sixty seven competences becomes a universal common denominator as most of these competencies lead to task success which allowed its author, in collaboration with Microsoft, to create a similar approach, but this one focused solely on education and learning: The Educational Competency Wheel. This new approach is based on a set of success factors which can be mapped into required attributes, behaviors, areas of knowledge, skills and abilities for successful performance. With this paper we describe the strategy used to build the generic correlation. The applicability of this generic matrix will be done in four steps. Firstly it is necessary to identify which specific situations can take advantage from a game learning approach. The second step is the definition of the learning target group competencies profiles. In this step, the Education Competences serves as a reference to identify which one or combination of competencies must be used to obtain the performance success of each situation. The third step is obtaining the correlation matrix from the generic matrix, identifying the required game mechanics and the quantification of minimum uses of each mechanic. The fourth and final step is the game development that includes an assessment competency model to evaluate the learning progression and training competencies, guaranteeing the successful performing of each situation.

Abstract
Serious games are starting to attain a higher role as tools for learning in various contexts, but in particular in areas such as education and training. Due to its characteristics, such as rules, behavior simulation and feedback to the player's actions, serious games provide a favorable learning environment where errors can occur without real life penalty and students get instant feedback from challenges. These challenges are in accordance with the intended objectives and will self-adapt and repeat according to the student's difficulty level. Through motivating and engaging environments, which serve as base for problem solving and simulation of different situations and contexts, serious games have a great potential to aid players developing professional skills. But, how do we certify the acquired knowledge and skills? With this work we intend to propose a methodology to establish a relationship between the game mechanics of serious games and an array of competences for certification, evaluating the applicability of various aspects in the design and development of games such as the user interfaces and the gameplay, obtaining learning outcomes within the game itself. Through the definition of game mechanics combined with the necessary pedagogical elements, the game will ensure the certification. This paper will present a matrix of generic skills, based on the European Framework of Qualifications, and the definition of the game mechanics necessary for certification on tour guide training context. The certification matrix has as reference axes: skills, knowledge and competencies, which describe what the students should learn, understand and be able to do after they complete the learning process. The guides-interpreters welcome and accompany tourists on trips and visits to places of tourist interest and cultural heritage such as museums, palaces and national monuments, where they provide various information. Tour guide certification requirements include skills and specific knowledge about foreign languages and in the areas of History, Ethnology, Politics, Religion, Geography and Art of the territory where it is inserted. These skills are communication, interpersonal relationships, motivation, organization and management. This certification process aims to validate the skills to plan and conduct guided tours on the territory, demonstrate knowledge appropriate to the context and finally match a good group leader. After defining which competences are to be certified, the next step is to delineate the expected learning outcomes, as well as identify the game mechanics associated with it. The game mechanics, as methods invoked by agents for interaction with the game world, in combination with game elements/objects allows multiple paths through which to explore the game environment and its educational process. Mechanics as achievements, appointments, progression, reward schedules or status, describe how game can be designed to affect players in unprecedented ways. In order for the game to be able to certify tour guides, the design of the training game will incorporate a set of theoretical and practical tasks to acquire skills and knowledge of various transversal themes. For this end, patterns of skills and abilities in acquiring different knowledge will be identified.

Abstract
Viticulturists need to obtain the estimation of productivity map during the grape vine harvesting, to understand in detail the vineyard variability. An accurate productivity map will support the farmer to take more informed and accurate intervention in the vineyard in line with the precision viticulture concept. This work presents a novel solution to measure the productivity during vineyard harvesting operation realized by a grape harvesting machine. We propose 2D LIDAR sensor attached to low cost IoT module located inside the harvesting machine, to estimate the volume of grapes. Besides, it is proposed data methodology to process data collected and productivity map, considering GIS software, expecting to support the winemakers decisions. A PCD map is also used to validate the method developed by comparison. © Springer Nature Switzerland AG 2019.

Abstract
In a modern society, seniors want to be a part of the digital world and the research in progress seeks to present whether through Serious Games can help their learning process and understanding of cybersecurity when online browsing, namely, deciding which actions to make when facing an eminent threat. this position paper aims to presents a new research on how Serious Games can help seniors to become more aware in the cybersecurity theme and how to be more careful when search the web. In this research the methodology apply is the Action Research, by identifying the problem - lack of knowledge that seniors have on the online threats and promoting an action - the Serious Game played to teach and motivate the senior to become safer online.

Abstract
Following the reduced number of female students at ISTEC Porto computer science and engineering courses, we tried to find out what are the factors that might be causing this fact. This gender inequality was found looking back at the data from the last 15 years, clearly showing the gap between male and female students managing to conclude the degree. To point out the reasons and probable explanation a literature review was made to figure out conceivable paths to change this status quo. The article concludes that gender inequality resides on cultural differences as well as in the lack of information about the real role played by women in technology companies, particularly IT companies. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.