Abstract
Artificial Intelligence (AI), in particular Generative Artificial Intelligence (GenAI), is a quickly developing field capable of revolutionizing educational digital escape rooms. Traditionally reliant on static content, these immersive environments have faced limitations in adaptability, replayability, and personalization. However, recent advancements in AI and GenAI enable dynamic puzzle generation, adaptive storytelling, and AI-driven non-player characters (NPCs) with agentic AI, allowing for highly responsive and personalized experiences. This paper reviews the state-of-the-art in integrating AI (with the focus on GenAI) into educational digital escape rooms, integrating interdisciplinary insights from cognitive science, game design, and machine learning, and showing how AI can improve engagement, scalability, and content diversity, but also indicates challenges related to ethical AI use, bias in algorithmic decision-making, and the need for robust evaluation frameworks to assess player satisfaction and learning outcomes.

Abstract
This paper presents an overview of the FGPE (Framework for Gamified Programming Education), a set of three Erasmus+ projects aimed at providing a framework for applying gamification to programming education. The overview will encompass all three phases of the framework development, emphasizing the gamification elements embedded in the design and implementation of the outputs of each phase. These outputs will be presented as a unified narrative, including the gamification framework for programming exercises, a format for defining gamification details for programming exercises and courses, the authoring tool for the gamification layer, a gamification Web service, a tutorial on gamifying programming exercises (guidance material), and a tool that automatically generates gamified programming exercises.

Abstract
This paper presents the guidelines for game experiences integration into Learning Management Systems (LMS) through the IMS LTI (Learning Tools Interoperability) specification. At the same time, it also introduces a dynamic scoring formula, based on a given taxonomy, that goes beyond traditional metrics, allowing for the inclusion of any number of game elements, such as levels, challenges, hints used, and time taken, within the game framework. These elements are assigned weight factors, which can be configured by instructors within the LMS platform, facilitating personalized assessment criteria tailored to specific learning objectives. In order to apply these approach in a real educational scenario, an Escape Room (ER) for math skills testing was used. Using the LTI specification for integration in combination with the dynamic scoring formula provides a comprehensive assessment of student performance, giving a single score which will be vital to enhance the LMS gamified workflow. This research contributes to the field of gamification in education, offering insights into the integration of (serious or regular) games in LMS platforms.

Abstract
While server-side assessment of programming exercises, with its ease of installing diverse compilers and execution environments, is common, it presents three key limitations: the necessity of a constant Internet connection, increased bandwidth consumption, and centralized execution load. The alternative is to rely on JavaScript, the single programming language supported by all standard web browsers. This paper introduces Osiris, a pure JavaScript multi-language transpiler designed to enable the execution of diverse programming languages within web browsers. Targeted primarily at Virtual Learning Environments (VLE) for language programming education, Osiris employs a parser generator to translate small student programs into JavaScript based on language-specific grammars with semantic rules. It also includes a comprehensive, though not exhaustive, JavaScript library that emulates the standard libraries of its supported languages. Validation of Osiris indicates the pedagogical effectiveness of browser-based transpilation for introductory programming education.

Abstract
The combination of storytelling and gamification in educational settings has emerged as a method to enhance student engagement and learning outcomes. Through an overarching narrative, course content can be connected while providing context for gamified exercises, creating a motivating and competitive learning experience. However, a narrative that resonates with one student may not interest others. The presented solution to this problem is to offer multiple narratives for students to choose from. This enables the students to engage with the material in ways that align with their interests and motivations. Yet, managing multiple narratives presents several challenges. Each narrative must cover all syllabus topics equally, and every exercise must be available across all narratives while maintaining consistent difficulty levels and learning objectives. This paper presents a systematic approach for creating gamified courses with multiple narratives. The methodology includes the development of a base course template and its narrative variations, along with transformation processes to generate exercises in the FGPE Ecosystem, namely AuthorKit and FGPE PLE. The final output is a single Moodle MBZ file that can be imported into Moodle, a widely adopted learning management system.

Abstract