Abstract
The objective of this work was to support the sustainable deployment of immersive learning environments, which face varied obstacles, including the lack of support infrastructures for active learning pedagogies. Sustainability from the perspective of the integration of these environments in educational practice entails situational awareness, workload, and the informed assessment ability of participants, which must be supported for such activities to be employed in a widespread manner. We have approached this wicked problem using the Design Science Research paradigm and produced the Inven!RA software architecture. This novel result constitutes a solution for developing software platforms to enable the sustainable deployment of immersive learning environments. The Inven!RA architecture is presented alongside four demonstration scenarios employed in its evaluation, providing a means for the situational awareness of immersive learning activities in support of pedagogic decision making.

Abstract
Serious Games have been used in professional training to increase employee engagement and improve the results of training initiatives. This work intends to investigate the influence of game elements, in adaptable Serious Games, according to the users' interactions, on the increase of engagement in the game itself and, as the main goal, on the learning results and the transfer of the acquired knowledge and practised skills to the daily work activities. Using the Design Science Research - DSR methodology, this study aims to develop a framework for the development and evaluation of Serious Games to improve the user experience, the learning outcomes, the transfer of knowledge to work situations, and the application of the skills practised in the game in real professional scenarios. This paper presents an initial Framework for Adaptive Serious Games derived from a systematic literature review. The next steps in this investigation are pointed out following the DSR methodology.

Abstract
The new education paradigm derived from industry 4.0 indicates that personalised and engaging learning models should be applied to train employees so they can know the related concepts of this industry, have the necessary skills to perform adequately their tasks and correctly use the technologies and tools. This paper presents a qualitative analysis of existing frameworks for training through Serious Games. By analysing the frameworks identified in a previously conducted literature review, this paper shows the frameworks' dimensions, objectives, and trends. Gaps regarding the planned adaptation of Serious Games by the studied frameworks and the lack of relationship between learning outcomes and professional competencies were also presented. © 2022 Elsevier B.V.. All rights reserved.

Abstract
The TIMEMESH game, developed in the scope of the European Project SELEAG, is an educational game for learning history, culture and social relations. It is supported by an extensible, online, multi-language, multi-player, collaborative and social platform for sharing and acquiring knowledge of the history of European regions. The game has been already used, with remarkable success, in different European countries like Portugal, Spain, England, Slovenia, Estonia and Belgium. © 2012 IEEE.

Abstract
It is commonly accepted that the educational environment has been undergoing considerable change due to the use of the Information and Communication tools. But learning depends upon actions such as experimenting, comprehending, visualizing, abstracting and demonstrating, by means of which the learner succeeds in constructing his own knowledge. It is not always easy to achieve these actions through current distance learning approaches. Since we live in a society that demands creativity, globalization, responsibility, autonomy and the ability to deal with virtuality and new technologies, Role Playing Games (RPG) may well develop such capacities. The creation of an interactive computer game with RPG characteristics, about the 500th anniversary of the city of Funchal, the capital of Madeira Island, is invested with compelling educational/pedagogical implications, aiming clearly at teaching history and social relations through playing. By incorporating the concept "games to teach", players will interpret different characters in different settings/scenarios, experiencing adventures, meeting challenges and reaching multiple and simultaneous goals in the areas of education, entertainment and social integration along the first 150 years of the history of Funchal. Through this process they will live and understand all the social and historical factors of that age.

Abstract
It is commonly accepted that the educational environment has been undergoing considerable change due to the use of the Information and Communication tools. But learning depends upon actions such as experimenting, visualizing and demonstrating through which the learner succeeds in constructing his own knowledge. Although it is not easy. to achieve these actions through current ICT supported learning approaches, Role Playing Games (RPG) may well develop such capacities. The creation of an interactive computer game with RPG characteristics, about the 500th anniversary of the city of Funchal, the capital of Madeira Island, is invested with compelling educational/pedagogical implications, aiming clearly at teaching history and social relations through playing. Players interpret different characters in different settings/scenarios, experiencing adventures, meeting challenges and trying to reach multiple and simultaneous goals in the areas of education, entertainment and social integration along the first 150 years of the history of Funchal. Through this process they will live and understand all the social and historical factors of that epoch.