Abstract
Despite the growing concern and several efforts to make museums accessible to visually impaired publics, their participation in these institutions is still limited, frustrating their desired inclusion. These visitors often experience multiple barriers in museological environments, and there is a lack of assistive technologies to promote access to exhibits, allow contextual information, and support mobility and orientation inside museum spaces. This paper presents the accessible, interactive, and multisensory exhibition Mysteries of the Art of Healing, which is organized in ten moments of an on-site visit to a history and science museum in Portugal, mediated by a set of technological solutions: an interactive 3D layout plan of the museum, seven high-fidelity prototypes of accessible interactives with thirteen 3D replicas, and one mobile application that acts as an assistive navigation guide during the entire visit. For its development, several principles proposed by a group of 72 blind and partially sighted persons to improve their autonomy during visits to museums were taken into account, namely: to provide sensory, intellectual, and physical access throughout the entire museum experience. Evaluation results with 25 visually impaired participants revealed the applicability of the developed solutions within this museum visit context, and global satisfaction results showed to be very positive and correlated to four variables: pleasantness of interacting with digitally fabricated objects, entertainment provided by the ten experiences, interaction with the developed accessible interactives, and pleasantness regarding the handling of manually fabricated replicas.

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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.

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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.

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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.

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