Abstract
This article inspects theory emerging from literature review and labora-tory work on games for cultivating creative literacy. Whether games can or cannot instil or alienate one’s creativity is debatable. On one hand, they can be risk-and stress-free exploring grounds for people to interact in ways without parallel; on another, they can disengage players from the real world. Nevertheless, they have the potential to be turned into tools for thinking, for learning and for articulating knowledge between individu-als. With that into consideration, we pinpointed two main groups that branch into four major categories: Behaviours – comprised of Attitudes and Competencies – and Conditions – comprised of Procedures and Resources – which we are structuring into a framework from which we draw hypotheses that undergo validation through play-testing sessions, in order to improve the framework.

Abstract

Abstract
Histology is a preclinical subject transversal in medical, dental, and veterinary curricula. Classical teaching approaches in histology are often undermined by lower motivation and engagement of students, which may be addressed by innovative learning environments. Herein, we developed a serious game approach and compared it with a classical teaching style. The students' feedback was evaluated by questionnaires, and their performance on quizzes and exam's scores were assessed. The serious game (Histopoly) consisted of a game-based web application for the teacher/game master, a digital gaming application used by the students as a controller, and a projected digital board game. The board featured rows for the four fundamental tissues (epithelial, connective, muscular, and nervous) paired with question tiles and additional tiles with more demanding activities (e.g., drawing, presenting slides, and making a syllabus). Participants included all veterinary students enrolled in the first year. Paired laboratory sessions were split with four sections (n = 94 students) playing Histopoly at the end of all sessions and two sections (n = 28 students) completing small evaluations every three weeks at the beginning of sessions. According to the questionnaires, students that played the serious game were more motivated, engaged, and more interconnected with classmates. The activity was considered fun, and students enjoyed the classes more. No differences in the final examination scores were found, but the percentage of correct answers provided throughout the serious game was significantly higher. Overall, these findings argue for the inclusion of serious games in modern histology teaching to promote student engagement in learning.

Abstract
The potential of Augmented Reality (AR) has been harnessed to create immersive game settings, present layers of relevant information in museums, streamline procedures in healthcare and industry, and captivate consumers through innovative marketing strategies. Certain artifacts lend themselves well to representation in AR, especially those requiring a seamless fusion of the information layer with physical space. This integration underscores the suitability of information design artifacts for AR implementation. This study aims to delineate the distinctive attributes of AR in remediating information design, effectively catering to the user’s informational needs. To this end, we analyzed the Google Translate app, examining it through the analytical lens of body schema and haptic engagement. The findings reveal that AR manifests as a performative, personalized, crafted image that fosters involvement through agency. The performative nature of the image directs attention, while individual images collectively form a collection. It is recommended that AR design be centered around achieving harmony among body, media, and space. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Abstract
In this study we explore the impact of multisensory stimuli in virtual reality on users' emotional responses, addressing a knowledge gap in this rapidly evolving field. Utilizing a range of sensory inputs, including taste, haptics, and smell, in addition to audiovisual cues, this study aims to understand how different combinations of these stimuli affect the users' emotional experience. Two immersive virtual experiences have been developed for this purpose. One included a scenario to evoke positive emotions through selectively chosen pleasant multisensory stimuli, validated in a focus group. The other sought the contrary: to trigger negative emotions by integrating selected combinations of unpleasant multisensory stimuli, also validated in the same focus group. Through a comparative analysis, our findings revealed significant differences in emotional responses between the groups exposed to positive and negative stimuli combinations. Results indicated that combinations involving haptics and taste were particularly effective in eliciting intense emotions using positive stimuli, but their impact was less significant with negative stimuli. This investigation suggests that a fully multisensory virtual environment integrating positive stimuli might lead to cognitive overload, reducing overall emotional responses. In contrast, environments with negative stimuli could enhance emotional engagement and be more likely to avoid cognitive overload. These findings have important implications for designing emotionally resonant and compelling virtual reality experiences. This research enhances the understanding of sensory integration in virtual reality and its effects on emotional engagement, offering valuable insights for developing more impactful virtual experiences.