Abstract
This paper introduces GERF, a Gamified Educational Virtual Escape Room Framework designed to enhance micro-learning and adaptive learning experiences in educational settings. The framework incorporates a user taxonomy based on the user type hexad, addressing the preferences and motivations of different learners profiles. GERF focuses on two key facets: interoperability and analytics. To ensure seamless integration of Escape Room (ER) platforms with Learning Management Systems (LMS), the Learning Tools Interoperability (LTI) specification is used. This enables smooth and efficient communication between ERs and LMS platforms. Additionally, GERF uses the xAPI specification to capture and transmit experiential data in the form of xAPI statements, which are then sent to a Learning Record Store (LRS). By leveraging these learning analytics, educators gain valuable insights into students’ interactions within the ER, facilitating the adaptation of learning content based on individual learning needs. Ultimately, GERF empowers educators to create personalized learning experiences within the ER environment, fostering student engagement and learning outcomes. © 2024, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Abstract
This paper explores the integration of virtual escape rooms as innovative educational tools in the realm of computer programming. Recognizing the need to engage and motivate learners in this complex domain, we investigate the use of virtual escape rooms in a typical educational setting where Learning Management Systems play a pivotal role. The paper starts by surveying existing escape rooms designed for teaching programming and related domains, considering factors such as interactivity, educational efficacy, and learner engagement. Additionally, it is emphasized the role of standards in creating interoperable learning environments, introducing IMS LTI for seamless integration with learning management systems and xAPI for tracking learner activities within escape rooms. By leveraging these standards and a Learning Record Store (LRS) as a central repository, an architectural framework is presented which enables personalized learning experiences and data-driven insights, catering to the diverse needs and preferences of the new generation of learners.

Abstract
The teaching and learning process in higher education needs continuous cultivation of pedagogical expertise, encompassing subject mastery and pedagogical methodologies. This article explores the transformation of higher education institutions (HEIs) into hybrid campuses and the importance of pedagogical innovation, highlighting the need for training in hybrid/e-learning environments, and emphasizing the potential of mobile technologies. Furthermore, it presents a case study on two professional development courses offered to faculty members, working in the field of Engineering in Portugal, aiming to reconfigure their professionality. The research adopts an ethnographic methodology, integrating quantitative methods and utilizing a variety of data collection tools, including field notes and self-reflection sheets, to analyze the teachers' reconfiguration of their professional practices. The main findings of the study reveal that the majority of faculty members reported significant gains in transforming traditional courses to digital formats, mastering various online platforms and tools, and developing skills in online communication.

Abstract
This paper presents GAMAI, an AI-powered exercise gamifier, enriching the Framework for Gamified Programming Education (FGPE) ecosystem. Leveraging OpenAI APIs, GAMAI enables the teachers to leverage the storytelling approach to describe the gamified scenario. GAMAI decorates the natural language text with sentences needed by OpenAI APIs to contextualize the prompt. Once the gamified scenario has been generated, GAMAI automatically produces the exercise files for the FGPE AuthorKit editor. We present preliminary results in AI-assessed gamified exercise generation, showing that most generated exercises are ready to be used with none or minimum human effort needed.

Abstract

Abstract
This study introduces the development of a client-based software layer within the FGPE project, aimed at enhancing the usability of the FGPE programming learning environment through client-side processing. The primary goal is to enable the evaluation of programming exercises and the application of gamification rules directly on the client-side, thereby facilitating offline functionality. This approach is particularly beneficial in regions with unreliable internet connectivity, as it allows continuous student interaction and feedback without the need for a constant server connection. The implementation promises to reduce server load significantly by shifting the evaluation workload to the client-side. This not only improves response times but also alleviates the burden on server resources, enhancing overall system efficiency. Two main strategies are explored: 1) caching the gamification service interface on the client-side, and 2) implementing a complete client-side gamification service that synchronizes with the server when online. Each approach is evaluated in terms of its impact on user experience, system performance, and potential security concerns. The findings suggest that while client-side processing offers considerable benefits in terms of scalability and user engagement, it also introduces challenges such as increased system complexity and potential data synchronization issues. The study concludes with recommendations for balancing these factors to optimize the design and implementation of client-based systems for educational environments. © Ricardo Queirós, Robertas Damaševicius, Rytis Maskeliunas, and Jakub Swacha;