Abstract

Abstract
Museums continue to exert fascination in their visitors. However, the new generation of visitors expects museological experiences that promote their active participation. It is in this context that games and the gamification of such experiences capitalize on experiential learning by experimenting and enacting with in-game embedded artefact surrogates and know-how. In this article, we present four distinct projects that aim to enhance the visitors' experience in museums and green spaces, and also their effectiveness in informal learning. In the first project, gamification is used in combination with Augmented Reality to provide a more engaging experience in a boat museum. The drive of this experience is the metaphor of the stickers album collection to unleash the relevant information of the key-artefacts of the museum collection. The second and third projects focus on the use of pervasive games, more specifically location-based games, to enhance the visitors' experience and informal learning in a natural park and a botanical garden, respectively. The second project presents the concept of a mobile app for outdoor nature experiences. The drive for the experience in the third project is the narrative that intertwines specific locations in the botanic garden and a story inspired by the same place. Finally, in the fourth project, we focus on the potential of technology to provide accessibility in museums for people with special needs or disability, focusing more specifically on blind visitors. Copyright © 2020 for this paper by its authors.

Abstract
Computer-aided design (CAD) and 3D modeling are similar, but they have different functionalities and applications. CAD is a fundamental tool to create object models, design parts, and create 2D schematics from 3D designed objects that can later be used in manufacturing. Meanwhile, 3D modeling is mostly used in entertainment, to create meshes for animation and games. When there is the necessity of using real-life object models in game engines, a conversion process is required to go from CAD to 3D meshes. Converting from the continuous domain of CAD to the discrete domain of 3D models represents a trade-off between processing cost and visual accuracy, in order to obtain the best user experience. This work explores different methods for the creation of meshes and the reduction of the number of polygons used to represent them. Based on these concepts, an interactive application was created to allow the users to control how the model looks in the game engine, in a simple way, while also optimizing and simplifying the mapping of textures for the generated meshes. This application (CADto3D) generates accurate 3D models based on CAD surfaces while giving the user more control over the final result than other current solutions.

Abstract
This paper focuses on developing and assessing a non-obtrusive and transformative method, based on virtual reality, to evaluate science communication projects in science centres. The method was tested using deep-sea cutting-edge scientific content. We applied a mixed design, with 72 adult participants randomly assigned to experimental conditions (with/without exhibition exposure). Results showed that the exhibition promoted a better understanding of science. The non-obtrusive measures on awareness and engagement were positively related with questions posed via questionnaire and interview. The study adds theoretical and empirical support to the design and implementation of non-obtrusive and transformative evaluation experiences in science exhibitions in science centres and museums.

Abstract
Video games have become one of the predominant forms of entertainment in our society, but they have also impacted many other of its social and cultural aspects [...]

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.