Abstract
The use of virtual reality (VR) for industrial training helps minimize risks and costs by allowing more frequent and varied use of experiential learning activities, leading to active and improved learning. However, creating VR training experiences is costly and time-consuming, requiring software development experts. Additionally, current authoring tools lack integration with existing data and are desktop-oriented, which detach the pedagogic process of creating the immersive experience from experiencing it in a situated context. In this article, we present a novel interactive approach for immersive authoring of VR-based experiential training by the trainers themselves, from inside the virtual environment and without the support of development experts. The design includes identifying interactable elements, such as 3-D models, equipment, tools, settings, and environment. The trainer also specifies by demonstration the actions to be performed by trainees, as a virtual choreography. During course execution, trainees' activities are also registered as virtual choreographies and matched to those specified by the trainer. Thus, trainer and trainee are culturally situated within their area semantics and social discourse, rather than adopting concepts of the VR system for the learning content. We conducted a usability case study with professionals from an international wind energy company, using detailed models of wind turbines and real-world procedures. Trainers set up a training course using the immersive authoring tool, and trainees executed the course. The learning experience and usability were analyzed, and the training was certified by comparing real-world task completion between a user who had undergone virtual training and a user who did not.

Abstract
Reducing office buildings' energy consumption can contribute significantly towards carbon reduction commitments since it represents similar to 40% of total energy consumption. Major components of this are lighting, electrical equipment, heating, and central cooling systems. Solid evidence demonstrates that individual occupants' behaviors impact these energy consumption components. In this work, we propose the methodology of using virtual choreographies to identify and prioritize behavior-change interventions for office users based on the potential impact of specific behaviors on energy consumption. We studied the energy-related office behaviors of individuals by combining three sources of data: direct observations, electricity meters, and computer logs. Data show that there are behaviors with significant consumption impact but with little potential for behavioral change, while other behaviors have substantial potential for lowering energy consumption via behavioral change.

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.

Abstract

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
This report describes a preliminary study that took place during the second semester of the school year 2019-2020, where suddenly classes had to be held online due to COVID 19 pandemic. Kahoot! a gamified application was used in some of the problem-solving classes of an undergraduate physics course of the integrated masters of the Electrical and Computers Engineering program. The quizzes applied covered rigid body dynamics and thermodynamics, both contents included in the syllabus of the course. The study was planned prior to the pandemic and the necessary adjustments of teaching online altered the goals. A simple analysis of the data obtained with the Kahoot! quizzes is performed and the results are discussed in the context of the positive and negative effects of going online.