Abstract
Effective traffic management is crucial in addressing the growing complexities of urban mobility, and variable message signs (VMSs) play a vital role in delivering real-time information to road users. Despite their widespread application, there is limited comprehensive understanding of how VMS influence user behavior and optimize traffic flow. This systematic literature review aims to address this gap by examining the effectiveness of VMS in shaping user interactions and enhancing traffic management systems. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, a thorough analysis of relevant studies was conducted to identify key factors influencing VMS impact, including message content and characteristics, complementary sources of information, user demographics, VMS location, and users' reliance on these signs. Additionally, the review explores the implications of displaying non-critical information on VMS and introduces virtual dynamic message signs (VDMSs) as an innovative approach for delivering public traveler information. The study identifies several research gaps, such as the integration of VMS with vehicle-to-everything (V2X) technologies, navigation systems, the need for validation in real-world scenarios, and understanding behavioral responses to non-critical information on VMS. This review highlights the importance of optimizing VMS for improved user engagement and traffic management, providing valuable insights and directions for future research in this evolving field.

Abstract
Organizations find themselves at a pivotal crossroads in an era propelled by the sweeping tide of digital transformation, where the wake of the COVID-19 pandemic has reshaped the global landscape. Within these novel contexts, the imperative to cultivate Learning Organizations (LOs) has emerged as a beacon of adaptability and progress. Creating Learning Organizations Through Digital Transformation weaves the fabric of LOs within the digital tapestry, where minds perpetually expand, and learning begets learning. This journey hinges on the synergy of knowledge and digital prowess, as LOs harness data and digital content with finesse. From immersive learning to artificial intelligence, these technological frontiers reshape learning, spurring change. Unveiling the core concepts, implementations, and global impacts of LOs, this book is a compass for academics, researchers, and practitioners. It deciphers people capacities, digital contents, learning technologies, and evaluation, nurturing the symbiotic relationship between learning and transformation. Creating Learning Organizations Through Digital Transformation is the scholarly guidepost in a swiftly evolving landscape. It beckons to those attuned to academia and those shaping real-world organizations, resonating with the pursuit of knowledge in an era of unceasing change. © 2024 by IGI Global. All rights reserved.

Abstract
Professional training presents a significant challenge for organizations, particularly in captivating and engaging employees in these learning initiatives. With the ever-evolving landscape of workplace education, various learning modes have emerged within organizations, and e-learning stands out as a prominent choice. This increasingly cost-effective and adaptable solution has revolutionized training by facilitating numerous learning activities, including the seamless integration of educational games driven by cutting-edge technologies. However, incorporating serious games into educational and professional settings introduces its own set of challenges, particularly in quantifying their tangible impact on learning and assessing their adaptability across diverse contexts. Organizations require a consistent framework to guide best practices in implementing e-learning combined with serious games in professional training. The primary objective of this research is to bridge this gap. Rooted in the methodology of Design Science Research, it aims to provide a comprehensive framework for creating and assessing adaptive serious games that achieve desired learning and engagement outcomes. The overarching goal is to enhance the teaching-learning process in professional training, ultimately elevating student engagement and boosting learning outcomes to new heights. The proposal is grounded in a review of literature, expert insights, and user experiences with Serious Games in professional training, considering learning outcomes and forms of adaptation as essential characteristics for developing or evaluating Serious Games. The result is a framework designed to guide learners toward improved learning outcomes and increased engagement. The proposal underwent evaluation through triangulation, involving focus groups and expert interviews. Additionally, it was utilized in the development and assessment of a Serious Game, offering new insights and application suggestions. This experiment provided an evaluation of the framework based on real courses. In summary, this investigation contributes to the development of evidence-based approaches for the effective use of Serious Games in professional training.

Abstract
Artificial intelligence (AI) models have received considerable attention in recent years for their ability to identify optical coherence tomography (OCT) biomarkers with clinical diagnostic potential and predict disease progression. This study aims to externally validate a deep learning (DL) algorithm by comparing its segmentation of retinal layers and fluid with a gold-standard method for manually adjusting the automatic segmentation of the Heidelberg Spectralis HRA + OCT software Version 6.16.8.0. A total of sixty OCT images of healthy subjects and patients with intermediate and exudative age-related macular degeneration (AMD) were included. A quantitative analysis of the retinal thickness and fluid area was performed, and the discrepancy between these methods was investigated. The results showed a moderate-to-strong correlation between the metrics extracted by both software types, in all the groups, and an overall near-perfect area overlap was observed, except for in the inner segment ellipsoid (ISE) layer. The DL system detected a significant difference in the outer retinal thickness across disease stages and accurately identified fluid in exudative cases. In more diseased eyes, there was significantly more disagreement between these methods. This DL system appears to be a reliable method for accessing important OCT biomarkers in AMD. However, further accuracy testing should be conducted to confirm its validity in real-world settings to ultimately aid ophthalmologists in OCT imaging management and guide timely treatment approaches.

Abstract
This paper introduces a mathematical model designed to optimise the operation of natural gas distribution networks, considering the injection of hydrogen in multiple nodes. The model is designed to optimise the quantity of hydrogen injected to maintain pressure, gas flows, and gas quality indexes (Wobbe index (WI) and higher heating value (HHV)) within admissible limits. This study also presents the maximum injection allowable of hydrogen correlated with the gas quality index variation. The model has been applied to a case study of a gas network with four distinct scenarios and implemented using Python. The findings of the case study quantify the maximum permitted volume of hydrogen in the network, the total savings in natural gas, and the reduction in carbon dioxide emissions. Lastly, a sensitivity analysis of injected hydrogen as a function of the Wobbe index (WI) and Higher Heating Value (HHV) limits relaxation.

Abstract
This study aimed to test an Instructional Design model prototype for Virtual Reality (VR) in Higher Education. A qualitative research methodology was used, employing questionnaires and observations for data collection. The research had three main objectives: (1) to identify the applicability and effectiveness of the VR Instructional Design model, (2) to evaluate participants’ experience with immersion, interactivity, and usability of the VR environment, and (3) to obtain feedback from participants about their VR experience. The study involved two sessions. In the first session, participants were introduced to the VR environment, and their initial adaptation difficulties were observed. Informal interviews and a questionnaire collected feedback on immersion, interactivity, interest, and educational potential of VR. The second session indicated the need for revisions in applicability and ease of use. Based on student feedback, session planning should consider initial adaptation, teacher training, equipment availability, interaction elements, resources, realism, immersion, safety, comfort, session duration, communication, collaboration, and clear content delivery. Providing alternative plans for technical failures is essential. Despite these challenges, participants expressed interest in participating in VR sessions and activities. © ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2024.