Abstract
The development of safety-critical systems is heavily governed by domain-specific standards. In the aerospace industry, the DO-178C - Software Considerations in Airborne Systems and Equipment Certification - serves as the primary certification standard used by agencies such as the FAA and EASA to review and approve software-based systems. Although DO-178C aims to ensure system safety while providing evidence for certification, it does not prescribe a specific software development process, allowing flexibility for traditional Waterfall, Agile, or hybrid methods with appropriate adaptations for the aerospace context. This study proposes Scrum4DO178C, an Agile process based on Scrum, to meet the demanding requirements of aerospace software, including safety, robustness, reliability, and integrity. Scrum4DO178C introduces novel process enhancements specifically tailored to meet these criticality needs, while aligning with the standard. Unlike previous proposals that lack detail, this research presents a comprehensive, validated process applied in a real-world industry project at the highest criticality level (Level A - Catastrophic), offering insights beyond theoretical scenarios. The findings demonstrated that the Scrum4DO178C process improves project performance, allows frequent and manageable requirement changes, reduces Verification & Validation (V&V) effort, and increases efficiency while maintaining full compliance with DO-178C. The study also identifies areas for further improvement and suggests exploring the process in additional case studies, both within the aerospace industry and other domains with similarly stringent safety-critical requirements. Finally, it confirms that appropriate automation, namely for documentation production, is a central element to further improve the process. © 2013 IEEE.

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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.

Abstract
Driving simulators are essential tools for training, education, research, and scientific experimentation. However, the diversity and quality of virtual environments in simulations is limited by the specialized human resources availability for authoring the content, leading to repetitive scenarios and low complexity of real-world scenes. This work introduces a pipeline that can process text-based narratives outlining driving experiments to procedurally generate dynamic traffic simulation scenarios. The solution uses Retrieval-Augmented Generation alongside local open-source Large Language Models to analyse unstructured textual information and produce a knowledge graph that encapsulates the world scene described in the experiment. Additionally, a context-based formal grammar is generated through inverse procedural modelling, reflecting the game mechanics related to the interactions among the world entities in the virtual environment supported by CARLA driving simulator. The proposed pipeline aims to simplify the generation of virtual environments for traffic simulation based on descriptions from scientific experiment, even for users without expertise in computer graphics. © 2025 by SCITEPRESS–Science and Technology Publications, Lda.