Abstract
The use of digital games as support tools for education has proven to be effective. To explore their potential, it is crucial to design them carefully. This chapter considers the design of games for education, where players cultivate their knowledge and practice their skills by multiplying numerous hindrances during gaming. Educational elements are integrated into the gameplay, which players acquire while playing. The game's effectiveness depends on the players' ability to form a cheerful and encouraging environment to continue playing while increasing their interest in gameplay and improving academic performance. Following a design-first development approach, an innovative proposal for this design is presented, adding a new dimension to the game's tetrad: learning dynamics. Benefiting from years of professional practice, this game pentad design framework fulfills the learning and user experience requirements while overcoming the design limitations of more conventional approaches not based on an educational purpose.

Abstract
We present a literature review that aims to understand the role of the Educational Escape Room (EER) in improving the teaching, learning, and assessment processes through an EER design framework. The main subject is to identify the recent interventions in this field in the last five years. Our study focuses on understanding how it is possible to create an EER available to all students, namely visually challenged users. As a result of the implementation of new learning strategies that promote autonomous learning, a concern arose in adapting educational activities to each student's individual needs. To study the adaptability of each EER, we found the EER design framework essential to increase the student experience by promoting the consolidation of knowledge through narrative and level design. The results of our study show evidence of progress in students' performance while playing an EER, revealing that students' learning can be effective. Research on Procedural Content Generation (PCG) highlighted how important it is to implement adaptability in future studies of EERs. However, we found some limitations regarding the process of evaluating learning through the EERs, showing how important it is to study and implement learning analytics in future studies in this field.

Abstract
In the field of immersive learning, instructors often find it challenging to match their pedagogical approaches and content knowledge with specific technologies. Unfortunately, this usually results in either a lack of technology use or inappropriate use of some technologies. Teachers and trainers wishing to use immersive learning environments face a diversity of technological and pedagogical alternatives. To scaffold educators in their planning of immersive learning educational activities, we devised a recommendation tool, which maps educational context variables to the dimensions of immersion and uses educators' contexts to identify the closest educational uses. Sample educational activities for those uses are then presented, for various types of educational methodologies. Educators can use these samples to plan their educational activities in line with their current resources or to innovate by pursuing entirely different approaches.

Abstract

Abstract
The Open Laboratory of Interdisciplinary Experimentation (LAEI) had its 1st edition as UC "lnovPed" in the academic year 2018/2019, resulting from a proposal presented by professors from the Faculty of Arts, Faculty of Engineering and collaborators of the U. Porto. Imp1ementing the U.OpenLah concept and involving students from different degrees and scientific areas, LAEI has sought to develop basic skills and added value in creating digital experiences. Through theoretical exposition and an experimentation exercise in the field of digital content production or technologies for innovative digital content, creativity and project management, students share and implement the concepts and competences learned, including those of the scientific area of origin.

Abstract
Chairing online Master Programmes requires constant monitoring and decision-making, amidst diversified data and ongoing processes. If misunderstood or misinterpreted, poor decisions may result, as well as lost opportunities to support enrolled students. Decision-making can be supported by dashboards, but there are few prototypes which underwent limited evaluation. We focus on identifying and prototyping efficient visualisation and interaction methods for such a dashboard, to offer online Master Program chairs opportunities for better analysis and decision-making. Design science research was conducted: evaluate and revise an existing prototype; evaluate the revised prototype with master program chairs; design, implementation, and evaluation of a final prototype, again involving master program chairs. The final prototype dashboard provides a way for Master Program chairs to visualize and interact with Master Program data, to support improved analysis of information and quick identification of problems, towards better decision-making.;A coordenação de cursos de mestrado online requer constante acompanhamento e tomada de decisões, com dados diversificados e processos em curso. Se mal interpretados, podem advir decisões inadequadas ou perderem-se oportunidades de apoiar os alunos do curso. Existem painéis de instrumentos de apoio, mas poucos protótipos, carentes de avaliação aprofundada. Focámo-nos na identificação e prototipagem de métodos de visualização e interação para um destes painéis, visando proporcionar aos coordenadores de cursos de mestrado online oportunidades para melhor tomada de decisão. Conduzimos iterações de investigação por ciência da conceção: avaliação e reformulação de protótipo existente; avaliação do protótipo revisto por coordenadores de cursos de mestrado; conceção, implementação e avaliação de protótipo final, novamente envolvendo coordenadores de cursos. O protótipo final constitui uma forma de coordenadores de curso visualizarem e interagirem com os dados do curso, apoiando melhor análise e rápida identificação de problemas, visando melhor tomada de decisões.