Abstract
Serious games are starting to attain a higher role as tools for learning in various contexts, but in particular in areas such as education and training. Due to its characteristics, such as rules, behavior simulation and feedback to the player's actions, serious games provide a favorable learning environment where errors can occur without real life penalty and students get instant feedback from challenges. These challenges are in accordance with the intended objectives and will self-adapt and repeat according to the student's difficulty level. Through motivating and engaging environments, which serve as base for problem solving and simulation of different situations and contexts, serious games have a great potential to aid players developing professional skills. But, how do we certify the acquired knowledge and skills? With this work we intend to propose a methodology to establish a relationship between the game mechanics of serious games and an array of competences for certification, evaluating the applicability of various aspects in the design and development of games such as the user interfaces and the gameplay, obtaining learning outcomes within the game itself. Through the definition of game mechanics combined with the necessary pedagogical elements, the game will ensure the certification. This paper will present a matrix of generic skills, based on the European Framework of Qualifications, and the definition of the game mechanics necessary for certification on tour guide training context. The certification matrix has as reference axes: skills, knowledge and competencies, which describe what the students should learn, understand and be able to do after they complete the learning process. The guides-interpreters welcome and accompany tourists on trips and visits to places of tourist interest and cultural heritage such as museums, palaces and national monuments, where they provide various information. Tour guide certification requirements include skills and specific knowledge about foreign languages and in the areas of History, Ethnology, Politics, Religion, Geography and Art of the territory where it is inserted. These skills are communication, interpersonal relationships, motivation, organization and management. This certification process aims to validate the skills to plan and conduct guided tours on the territory, demonstrate knowledge appropriate to the context and finally match a good group leader. After defining which competences are to be certified, the next step is to delineate the expected learning outcomes, as well as identify the game mechanics associated with it. The game mechanics, as methods invoked by agents for interaction with the game world, in combination with game elements/objects allows multiple paths through which to explore the game environment and its educational process. Mechanics as achievements, appointments, progression, reward schedules or status, describe how game can be designed to affect players in unprecedented ways. In order for the game to be able to certify tour guides, the design of the training game will incorporate a set of theoretical and practical tasks to acquire skills and knowledge of various transversal themes. For this end, patterns of skills and abilities in acquiring different knowledge will be identified.

Abstract

Abstract
Purpose: This paper describes proposed health care services innovations, provided by a system called CAALYX (Complete Ambient Assisted Living eXperiment). CAALYX aimed to provide healthcare innovation by extending the state-of-the-art in tele-healthcare, by focusing on increasing the confidence of elderly people living autonomously, by building on the knowledge base of the most common disorders and respective characteristic vital sign changes for this age group. Methods: A review of the state-of-the-art on health care services was carried out. Then, extensive research was conducted on the particular needs of the elderly in relation to home health services that, if offered to them, could improve their day life by giving them greater confidence and autonomy. To achieve this, we addressed issues associated with the gathering of clinical data and interpretation of these data, as well as possibilities of automatically triggering appropriate clinical measures. Considering this initial work we started the identification of initiatives, ongoing works and technologies that could be used for the development of the system. After that, the implementation of CAALYX was done. Findings: The innovation in CAALYX system considers three main areas of contribution: (i) The Roaming Monitoring System that is used to collect information on the well-being of the elderly users; (ii) The Home Monitoring System that is aimed at helping the elders independently living at home being implemented by a device (a personal computer or a set top box) that supports the connection of sensors and video cameras that may be used for monitoring and for interaction with the elder; (iii) The Central Care Service and Monitoring System that is implemented by a Caretaker System where attention and care services are provided to elders, where actors as Caretakers, Doctors and Relatives are logically linked to elders. Innovations in each of these areas are presented here. Conclusions: The ageing European society is placing an added burden on future generations, as the 'elderly-to-working-age-people' ratio is set to steadily increase in the future. Nowadays, quality of life and fitness allows for most older persons to have an active life well into their eighties. Furthermore, many older persons prefer to live in their own house and choose their own lifestyle. The CAALYX system can have a clear impact in increasing older persons' autonomy, by ensuring that they do not need to leave their preferred environment in order to be properly monitored and taken care of.

Abstract
Many tasks dealing with temporal data, such as interactive browse through temporal datasets, require intensive retrieval from the database. Depending on the user's task, the data retrieved may be too large to fit in the local memory. Even if it fits, the time taken to retrieve the data may compromise user interaction. This work proposes a method, TravelLight, which improves interactive traveling across very large temporal datasets by exploring the temporal consistency of data items. The proposed method consists of two algorithms: the data retrieval and the memory management algorithm, both contributing to improve memory usage and, most important, to reduce the turnaround time. Results are reported concerning experiments with a temporally linear navigation across two datasets of one million items, which differ in the average time span of items. With the obtained results it is possible to conclude that the proposed method reduces turnaround time thus enhancing the response of interactive tasks over very large temporal datasets.

Abstract
This demonstration proposal aims to present a 3D multi-user training simulator, developed in the 3D Open Simulator virtual world platform, in order to enable the practice and training of mechanical maintenance for F-16 engines, specifically the installation of a Pratt & Whitney F100 engine in a F-16 aircraft - a process that requires three skilled engine technicians to do a set of cooperative execution tasks. The main purpose of the simulator is to provide trainees and trainers with more opportunities to conduct training, enabling technician training to be enhanced with cooperation and context prior to the training phase with actual physical engines. In this proposal, we describe the architecture of the system and the sample simulation tasks.

Abstract
In this paper, we present the user experience design of Young Europeans for Democracy (YED) serious application. Facing the actually need to support young citizens understanding and participation in Europe, schools have a key role on European studies integration. Accordingly to the growing opportunities of applying technology for training and education, we propose a serious application in a open-source 3D Virtual World environment solution, adopting a problem-based learning approach, role-playing dynamics and group work tasks. The main goal was to design a meaningfully user experience, increasing the students motivation and engagement for learning different knowledge on the topics of European Studies. Some preliminary results are presented, based on participatory observation within the use of the serious application.