Abstract
We face a technology growth period that promotes STEM (Science, Technology, Engineering and Mathematics) as basic set of competences in diversified professional backgrounds. However, the process of teaching this areas is complex and abstract. We propose using game-based learning (GBL) for increased engagement and efficacy. More specifically, we use pervasive games as the drive of the learning process, promoting challenges in the context of the learner. To develop pervasive games, we require mobile devices (for location-based games) and a set of functionalities regarding location, time, and context of the user. In this article, we present the design of a mobile app to implement pervasive games. The perks of the mobile devices will be used to get unique and engaging challenges, to stimulate learning. Therefore, the learning process will become more enjoyable, and it will accomplish the goal of learning "anytime anywhere". This work sets upon previous work developed in the H2020 BEACONING project and the mobile app presented will allow other developers to create pervasive games for distinct areas of learning in a more engaging and effective way.

Abstract
Serious Pervasive Games extend themagic circle (Huizinga, 1938) to the players’ context and surrounding environment. The blend of both physical and fictive game worlds provides a push in player engagement and promotes situated learning approaches. Space and time, as well as social context, acquire a more meaningful impact on the gameplay. From pervasive learning towards science communication with location-based games, this article presents research and case studies that exemplify their benefits and related problems. Pervasive learning can be defined as “learning at the speed of need through formal, informal and social learning modalities” (Pontefract, 2013). The first case study—the BEACONING project—aims to contextualize the teaching and learning process, connecting it with problem-based game mechanics within STEM. The main goal of this project is to provide the missing connection between STEM subjects and real-world interactions and applications. The pedagogical foundation is supported on problem-based learning (PBL), in which active learning is in the center, and learners have to work with different tools and resources in order to solve problems (quests). Teachers create, facilitate, and assess pervasive and gamified learning activities (missions). Furthermore, these quests are gamified in order to provide non-linear game plots. In a second case study, we demonstrate and evaluate how natural heritage can benefit from pervasive games. This study is based on a set of location-based games for an existing natural park, which have been developed in order to provide enhanced experiences, as well as additional information about some species that are more difficult to observe or that are seasonal. Throughout the research and development of these projects, we have encountered and identified several problems, of different nature, present in pervasive games.

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Abstract
The use of virtual reality technologies for data visualization and analysis has been an emerging topic of research in the past years. However, one type of data has been left neglected, the point cloud. While some strides have been made in the visualization and analysis of point clouds in immersive environments, these have yet to be used for direct manipulation interactions. It is hypothesized that as with other types of data, bringing direct interactions and 3D visualization to point clouds may increase the ease of performing basic handling tasks. An immersive application for virtual reality HMDs was developed in Unity to help research this hypothesis. It is capable of parsing classified point cloud files with extracted objects and representing them in a virtual environment. Several editing tools were also developed, designed with the HMD controllers in mind. The end result allows the user to perform basic transformative tasks to the point cloud with an ease of use and intuitive feeling unmatched by the traditional desktop-based tools. © 2021 Owner/Author.

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Abstract