Autism Spectrum Disorder (ASD) affects social interaction skills, compromising interpersonal relationships, especially during adolescence. Serious games have been used to support therapeutic practices. In this context, pervasive serious games emerge as an alternative for promoting socialization by integrating virtual and real-world environments. With this objective, a prototype of a pervasive game was developed for adolescents with ASD, featuring simulations focused on social interaction scenarios. These simulations aim to virtually anticipate real-life situations and teach appropriate ways of dealing with them. This anticipation helps adolescents with ASD feel more secure when facing such situations in the real world. After the simulation, the player is encouraged to replicate in the real environment the interaction previously performed in the game. Subsequently, the game invites the player to answer a few questions about their experience during the activity. This information is then shared with the therapist to enrich the therapeutic process. The game concept, dialogue structure, and prototype were validated by two healthcare professionals. The results indicate that the game has the potential to promote social interactions among adolescents with ASD, as well as support therapeutic practices. However, the evaluators suggested improvements in the structure and variety of the dialogues.

Children with Autism Spectrum Disorder (ASD) often encounter substantial difficulties in social interaction, which directly affect their autonomy, emotional well-being, and overall quality of life. Although numerous technological and methodological interventions have demonstrated potential in mitigating these challenges, the field still lacks a comprehensive synthesis that examines existing strategies, evaluates their effectiveness, and identifies the critical elements that contribute to their success. This study seeks to address this gap by conducting a systematic mapping review focused on the current state of technology-assisted interventions aimed at enhancing social skills in children with ASD. The review explores key questions, including the types of technologies and tools currently available, the ways in which simulated environments have been employed, the specific benefits these interventions offer for developing social competencies, and the most effective approaches and design methodologies used in their implementation. Our findings highlight the central role of co-design practices, personalized content, and open-source platforms in ensuring that interventions are adaptable to the diverse and individualized needs of children with ASD. However, the review also identifies a significant limitation in the field: the widespread absence of long-term validation and standardized evaluation protocols, which undermines the generalizability and reproducibility of reported outcomes. We find a set of good practices for designing and implementing social skills interventions, emphasizing the importance of early and sustained involvement of stakeholders, modular and flexible design frameworks, and the use of open-source tools to promote scalability, accessibility, and sustainability. This work offers a consolidated foundation for both researchers and practitioners, and underscores the urgent need for longitudinal studies and the establishment of consensus-driven metrics to rigorously assess the efficacy of ASD-focused interventions.

This paper discusses the challenge of teaching Digital Twins in computing courses focuses on three key dimensions: emerging technological, economic, and cultural factors; trends likely to influence the educational, professional, and sociocultural experiences of students, educators, and society at large; and a forward-looking vision for the future of computing education. To address these dimensions, the paper proposes a set of adaptable course syllabi designed to align with the specific needs, goals, and institutional contexts of diverse academic environments. These proposals aim not only to introduce students to the foundational principles of Digital Twins but also to foster critical engagement with their broader implications for innovation, interdisciplinarity, and ethical practice in computing.

The concept of authorship related to the new technologies of information and communication, especially when created collaboratively, draws a discussion that presents different legal interpretations in the relations between different nations. The production of open educational resources is not a multinational context involving authors who bring with them the legal framework they are subject to. Discussing the legal elements involved with authors of a work produced in digital pallet becomes necessary for a definition of the future of the work. The resource produced in a collaborative way presents challenges not understood and adoption of a single legal proposal there are no clear legal milestones for authorship of multinational collaborative works. Copyright is suitable for this new production of collaborative works. This article presents the legal elements and how they influence the production of open educational resources, especially in the production of open text textbooks, and their production should be observed and discussed previously, in order to avoid future legal demands and evolve the legal concepts involved between different nations.