Virtual reality offers unique opportunities to personalize learning by adapting instructions to individual learning styles. This study explores the relationships between learning styles, cognitive load, and learning outcomes in a virtual reality environment designed for engineering education. Drawing on Kolb’s experiential learning theory, the research investigates how immersion and flow, in relation to learning styles, influence learning outcomes within the Submarine Simulator, an educational tool for underwater engineering. To enhance instructional design in virtual reality, this study proposes to aggregate existing and validated models, such as Kolb’s framework, to develop new models tailored specifically for learning environments in virtual reality. This research aims to highlight the interplay of these variables in a learning process focused on acquiring knowledge in the Science, Technology, Engineering, and Mathematics fields, specifically hydrodynamics, through designing and operating a simulated submarine model in virtual reality. A cohort of 26 students from MINES Paris—PSL participated in a three-phase testing process to evaluate the effectiveness of original virtual reality software designed to support learning in underwater engineering. The findings enhance our understanding of how learning styles influence learner engagement and performance and how virtual reality environments can be optimized through adaptive instructional design guided by these novel models tailored specifically for such immersive settings.

The paper discusses two different approaches in designing and evaluating serious games: games as inputs in non-game activities, and games as modulation of non-game activities. Playing and gaming offer powerful metaphors and interpretive repertoires for making sense of professional challenges: for example, business and politics may be seen as gameful, while computer engineering may be seen as playful. Serious games are uniquely positioned to support or modify such repertoires, turning them more or less competitive, collaborative, exploratory, rule bound or rule bending etc. Their modulation force thus becomes a distinctive topic of evaluation. We discuss a case study illustrating how a successful assessment of a serious game seen as input for educational activities has obscured its ambivalent modulating influence on creating a playful take on computer engineering. Common glosses of serious games as 'competitive' or 'useful for learning' may divert attention from the relationships between specific game features, such as a particular organization of competitions and score display, and play styles. A successful translation of game playing into a desired professional ethos depends on fine-tuning relevant game features and game related discourse. Serious games, game assessment, utility, user experience, hacker ethic, playfulness.

We studied variability in General Data Protection Regulation (GDPR) awareness in relation to digital experience in the 28 European countries of EU27-UK, through secondary analysis of the Eurobarometer 91.2 survey conducted in March 2019 (N = 27,524). Education, occupation, and age were the strongest sociodemographic predictors of GDPR awareness, with little influence of gender, subjective economic well-being, or locality size. Digital experience was significantly and positively correlated with GDPR awareness in a linear model, but this relationship proved to be more complex when we examined it through a typological analysis. Using an exploratory k-means cluster analysis we identified four clusters of digital citizenship, across both dimensions of digital experience and GDPR awareness: the off-line citizens (22%), the social netizens (32%), the web citizens (17%), and the data citizens (29%). The off-line citizens ranked lowest in internet use and GDPR awareness; the web citizens ranked at about average values, while the data citizens ranked highest in both digital experience and GDPR knowledge and use. The fourth identified cluster, the social netizens, had a discordant profile, with remarkably high social network use, below average online shopping experiences, and low GDPR awareness. Digitalization in human capital and general internet use is a strong country-level correlate of the national frequency of the data citizen type. Our results confirm previous studies of the low privacy awareness and skills associated with intense social media consumption, but we found that young generations are evenly divided between the rather carefree social netizens and the strongly invested data citizens.