Abstract
Education is vital in fostering economic growth and societal development, particularly in developing countries like Timor-Leste. As technology has revolutionised education in the digital transformation era, the concept of a smart university, driven by advanced technologies and data analytics, has gained prominence globally. Timor-Leste, amid its progress in institutional structures and public infrastructure, is also exploring integrating smart technologies in higher education. This underscores a commitment of The East Timor National Education Strategic Plan (NESP) 2011-2030 to meet national and international standards, positioning the country at the forefront of educational innovation. This study aims to assess the feasibility of implementing a Smart University in Timor-Leste to evaluate the readiness of the country to embrace digital technologies and integrate them into higher education practices. The research employs a Design Science Research methodology where qualitative and quantitative data are gathered through interviews, surveys, and document analysis. Design artefacts, including system architecture and an evaluation framework, are developed to comprehensively understand the technological and informatics aspects of implementing a Smart University in Timor-Leste. The findings will contribute to decision-making and inform the implementation plan, offering valuable insights into stakeholders' perspectives and perceptions, and will support the advancement of the educational landscape in Timor Leste by integrating smart technologies and innovative practices in higher education.

Abstract
The educational metaverse promises fulfilling ambitions of immersive learning, leveraging technology-based presence alongside narrative and/or challenge-based deep mental absorption. Most reviews of immersive learning research were outcomes-focused, few considered the educational practices and strategies. These are necessary to provide theoretical and pedagogical frameworks to situate outcomes within a context where technology is in concert with educational approaches. We sought a broader perspective of the practices and strategies used in immersive learning environments, and conducted a mapping survey of reviews, identifying 47 studies. Extracted accounts of educational practices and strategies under thematic analysis yielded 45 strategies and 21 practices, visualized as a network clustered by conceptual proximity. Resulting clusters Active context, Collaboration, Engagement and Scaffolding, Presence, and Real and virtual multimedia learning expose the richness of practices and strategies within the field. The visualization maps the field, supporting decision-making when combining practices and strategies for using the metaverse in education, highlights which practices and strategies are supported by the literature, and the presence and absence of diversity within clusters.

Abstract
The Puzzle -based Learning approach has been applied to several fields of knowledge. In education research papers, the instructional usage of puzzles is considered to improve learners' motivation and engagement and help them to develop critical skills but difficulties concerning learners' interaction with puzzles have also been pointed out. Our paper investigates the dynamics of the concept of a puzzle and its interface to provide a better understanding of its form and functions, and help learners interact with puzzles. We consider Puzzle -based Learning tenets as well as their educational impacts on both critical thinking and learner engagement and provide an original proposal concerning the understanding of puzzles. Our proposal centered on the dynamics of puzzles bears conceptual and educational facets. Conceptually, puzzle dynamics is viewed as composed of two elements: a mechanism, the Puzzle Trigger, and a process, the Puzzle -Solving. From an educational point of view, the rationale for integrating Puzzle Triggers in Puzzle -based Learning is meant to help learners interact with puzzles and consequently become motivated and engaged in the Puzzle -Solving process. This way, learners' critical thinking skills are reinforced and focused on finding solutions to challenges. We illustrate the implementation of Puzzle Triggers and Puzzle -Solving by considering two instructional activities in a Software Development undergraduate course of an online learning Informatics Engineering Program.

Abstract
Immersive technologies, such as virtual reality, augmented reality, and mixed reality have gained increasing interest and usage in the field of education. Attention is being paid to their effects on teaching and learning processes, one of which is self-regulation of learning, with an important role in supporting learning success. However, designing and creating immersive environments that support the development of SRL strategies is challenging. Employing a systematic approach, this literature review provides an overview of the uses of virtual, augmented, and mixed reality with the goal of supporting SRL. We map these to known educational uses of immersive environments, highlighting current gaps in these efforts and suggesting pathways for future studies on instructional design of the use of immersive technologies to support self-regulation of learning.

Abstract
This study aimed to test an Instructional Design model prototype for Virtual Reality (VR) in Higher Education. Aqualitative research methodologywas used, employing questionnaires and observations for data collection. The research had three main objectives: (1) to identify the applicability and effectiveness of the VR Instructional Design model, (2) to evaluate participants' experience with immersion, interactivity, and usability of the VR environment, and (3) to obtain feedback from participants about their VR experience. The study involved two sessions. In the first session, participants were introduced to the VR environment, and their initial adaptation difficulties were observed. Informal interviews and a questionnaire collected feedback on immersion, interactivity, interest, and educational potential of VR. The second session indicated the need for revisions in applicability and ease of use. Based on student feedback, session planning should consider initial adaptation, teacher training, equipment availability, interaction elements, resources, realism, immersion, safety, comfort, session duration, communication, collaboration, and clear content delivery. Providing alternative plans for technical failures is essential. Despite these challenges, participants expressed interest in participating in VR sessions and activities.

Abstract
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.