Abstract
We face a technology growth period that promotes STEM (Science, Technology, Engineering and Mathematics) as basic set of competences in diversified professional backgrounds. However, the process of teaching this areas is complex and abstract. We propose using game-based learning (GBL) for increased engagement and efficacy. More specifically, we use pervasive games as the drive of the learning process, promoting challenges in the context of the learner. To develop pervasive games, we require mobile devices (for location-based games) and a set of functionalities regarding location, time, and context of the user. In this article, we present the design of a mobile app to implement pervasive games. The perks of the mobile devices will be used to get unique and engaging challenges, to stimulate learning. Therefore, the learning process will become more enjoyable, and it will accomplish the goal of learning "anytime anywhere". This work sets upon previous work developed in the H2020 BEACONING project and the mobile app presented will allow other developers to create pervasive games for distinct areas of learning in a more engaging and effective way.

Abstract
Museums and exhibitions usually attempt to evaluate visitors' obtained knowledge through the use of traditional evaluation methods such as questionnaires. These are intrusive and may not provide correct results, especially due to the fact that visitors are usually not interested in being evaluated and may consider such questionnaires as intelligence tests. This paper proposes methods of design and creation of automatic evaluation techniques that make use of Virtual Reality (VR) in order to evaluate users' obtained knowledge after playing through a VR museum game experience. This Analysis System is non-intrusive (its methodology does not impact users' immersion and engagement), valid (can draw conclusions regarding users' obtained knowledge), and replicable (designed techniques can be used in a variety of experiences). Results indicate that the designed assessment techniques can be used to automatically evaluate the knowledge obtained by users throughout the experience, as well as some considerations to keep in mind when designing game experiences with these techniques.

Abstract
This article introduces a Special Issue that gathers a collection of effective tools to promote the teaching and learning of writing in school-aged and university students, across varied contexts. The authors present the theoretical rationale and technical specificities of writing tools aimed at enhancing writing processes (e.g., spelling, revising) and/or at providing writers with automated feedback to improve the implementation of those processes. The tools are described in detail, along with empirical data on their effectiveness in improving one or more aspects of writing. All articles conclude by indicating future directions for further developing and evaluating the tools. This Special Issue represents an important contribution to the field of technology-based writing instruction, in a moment in which online teaching and learning tools have shifted from being an instructional asset to a necessity. We hope that in the future the validation of each tool can be expanded by reaching out to different populations and cultural contexts.

Abstract

Abstract
This submission describes the analysis of an evaluation of 155 teenagers (15-19 years old) who took part in a co-design session centred around how mobile technology might enhance their own experiences in a natural history museum. At the end, participants were required to make a word association to evaluate the session. An analysis of how teen participants responded to the design session was conducted using thematic analysis to show the different categories of adjectives used by participants in their evaluations. The goal for the evaluation was mainly to pilot the design session process and if teens enjoyed participating in it. We believe this is of interest to designers and cultural heritage professionals.

Abstract
Invasive species present a global problem that requires better awareness from the general population. Serious games can serve as a tool for bringing attention to issues of this kind. People who are not informed cannot distinguish the invasive species apart from the ones native to a particular ecosystem. In this wok we present a serious game designed with the primary objective of informing people about the main characteristics of invasive plant species in Portugal, as well as showing proper ways of removing and disposing it, without allowing to spread throughout the local ecosystem. A game prototype was developed for mobile devices, since these are the most widely used platform, allowing the game's message to have a wider reach. Currently, the game has a single level focusing on a plant species, the water hyacinth, that thrive in rivers and lakes. User tests were performed to evaluate the prototype and to gather feedback and suggestions for future improvements. Results revealed a positive reception and an interest in further developments.