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.

Abstract
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.

Abstract
This work-in-progress aims to analyze perspectives of secondary and higher education students regarding the feasibility of integrating immersive Virtual Reality (VR) into the classroom. The harvesting of students' opinions was conducted through oral and written questionnaires after a Virtual Reality Environment activity held during two sessions of an event and other in an undergraduate class. The answers enable the understanding of challenges they faced during the activity, identifying elements that contributed to participants' immersion, assessment of perceived realism, and individuals' opinions on the integration of VR in the classroom. Conclusions regarding the applicability of VR from the perspective of secondary and higher education students can be drawn.

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There is evidence that some outdoor events may have contributed to the spread of COVID-19. We updated an empirical methodology based on regression modeling and hypothesis testing to analyze the potential impact of a demonstration that took place in Lisbon, within the scope of the ’Black Lives Matter’ context, on the contagion pattern in the region where this event occurred. We find that in the post-impact period there was no acceleration in the number of cases in the region, unlike in a prior event in the region. The proportion of counties where there was a potential impact of the event is not statistically significant. This result demonstrates that not all outdoor events contributed to the spread of COVID-19 and exemplifies how to apply the selected empirical methodology.

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