As the world's population ages, the use of digital technologies and games grows. However, the needs and preferences of this demographic group are not always considered. Therefore, with this research study, we intend to present a set of insights and recommendations to follow when conducting co-creating sessions for developing digital games with older adults. From a group of 27 sessions and 27 individual participants, we were able to define a set of eight recommendations to follow: (1) build trust and rapport; (2) promote social gatherings; (3) tailor the sessions to individual preferences; (4) consider diverse motivations for contacting with digital games; (5) establish an iterative feedback mechanism; (6) age-related impairments have multiple impacts; (7) favor the use of touchscreens; and (8) build a routine. It is our hope that these outcomes will contribute to pursuing an ageing-inclusive design not only for today's older adults but also for generations to come.

This study investigates the potential of immersive web environments (IWE) in education, focusing on primary and secondary school teachers' initial perceptions of using framevr.io. A questionnaire-based survey assessed overall impression, co-presence, attention, and various aspects of understanding and interdependence. Results showed positive IWE evaluations and a correlation between proficiency and satisfaction. Presence impacted communication, attitude, and behaviour, while message understanding was essential. Findings indicate that IWEs can support meaningful learning experiences.

Digital gamified solutions can transform learning into a more effective and enjoyable experience. However, more research is needed on how teachers use technology-enhanced learning tools and incorporate successful gamification strategies in their practice. Simultaneously, the use of digital platforms in formal education contexts has become highly hierarchical, giving teachers no room for creativity. Within the scope of design-based research, this study focuses on assessing the relevance of developing a gamified digital platform model aimed at assisting K-12 schools with the implementation of extracurricular projects, specifically regarding the promotion of participation, the recognition of skills and its users' sense of belonging to the corresponding educational community. A survey by questionnaire was publicly shared in June 2022 with the support of different Teachers' Associations to evaluate Portuguese K-12 schoolteachers' receptiveness to integrating such a digital platform model in their practice. A voluntary response sample including 215 valid responses was obtained, and data were analyzed through descriptive statistics and content analysis. According to the study findings, the relevance of developing such platform model was confirmed due to the innovativeness of its features and the lack of similar tools combining gamification strategies with the formal recognition of learners' attitudes and skills in K-12 education.

English as a foreign language (EFL) instruction strongly benefits from the authenticity, immediacy, and innovativeness brought by technology-enhanced learning (TELL) to more traditional educational settings. TELL promotion of peer interaction, collaboration and relationship building also facilitates the incorporation of innovative instructional methods within the scope of peer learning, with potential to foster learners' language and soft skills. However, excessive use of TELL from a teacher-centred perspective is still an issue, demanding reflection on the pedagogical potential and purpose of technology-assisted language learning. Within the framework of Educational Design Research, this study reports findings from the implementation of a technology-enhanced peer learning program involving EFL upper and lower secondary students from three Portuguese basic and secondary schools. It aims at finding evidence of ICT tools' contributions for the promotion of criteria "practicality" and "effectiveness" of the developed educational solution through teachers, peer teacher students, and peer learners' perceptions. Data were collected by means of surveys and analysed with the support of descriptive statistics and content analysis. Findings suggest ICT tools' effective role in promoting the criteria under analysis, despite the technical and logistical problems identified.

This paper, reporting on research at an early stage, aims to analyse the impact of badges when used in conjunction with an introductory tutorial that aims to help users getting to know its most important areas and functionalities. With that in mind, a test session was designed, asking learners new to SAPO Campus platform (an institutionally supported social Web platform), to complete a tutorial, discovering the existence of badges and how they could be earned and associated with their profile page, visible to the community. Learners were also asked about the impact of badges on their desire to complete the tutorial, and their general attitude towards being rewarded for completing several actions inside and outside the platform. Preliminary data reveals that learners considered that badges had a significant positive contribute to make them feel more engaged and motivated to complete the tutorial.

The aim of the current paper is to report on the conceptualisation of visual methods and techniques that were adapted for the monitoring of community participation on Thinkster e-learning platform. This platform supported the research activities of Masters students in Multimedia Communication program at University of Aveiro (2008/2009 academic year). This research work implies two components, which are dependent. One of the components is related to the development of a Web based functional prototype in order to allow teachers and system administrators the visualisation and analysis of the users' interactions on Thinkster's communication and information system. The other component of this work is focused on the prototype evaluation with an analytical method that revealed some of the target users' expectations, opinions and their satisfaction level related to the application interface.