This report highlights the drivers, challenges, and enablers of the hybrid modeling applications in biopharmaceutical industry. It is a summary of an expert panel discussion of European academics and industrialists with relevant scientific and engineering backgrounds. Hybrid modeling is viewed in its broader sense, namely as the integration of different knowledge sources in form of parametric and nonparametric models into a hybrid semi‐parametric model, for instance the integration of fundamental and data‐driven models. A brief description of the current state‐of‐the‐art and industrial uptake of the methodology is provided. The report concludes with a number of recommendations to facilitate further developments and a wider industrial application of this modeling approach. These recommendations are limited to further exploiting the benefits of this methodology within process analytical technology (PAT) applications in biopharmaceutical industry.

The application of digital games in higher education is on the rise in engineering. With the recent COVID-19 restrictions and the move to virtual learning, the interest in and the need for virtual laboratories and technology-enhanced experiential learning tools like digital games are expected to rise. This paper presents a review of the current practices in digital game-based learning for engineering education. Most importantly, it provides insight into the application of digital game-based learning across diverse engineering disciplines. It also provides researchers and practitioners with insights into relevant journals and conferences, available games, research designs and assessment methods being used in digital game-based learning in the context of engineering. Based on predefined inclusion criteria, a total of 51 articles published within the last decade were analysed in detail. Software engineering education was found to evaluate the educational use of games most extensively. Eighteen empirical studies also reported some learning gains with digital games using different assessment methods. The findings of this review indicate increase in the dissemination of games research and possibly in the use of games for engineering education. This paper closes by highlighting future trends in digital game-based learning for engineering education.

Immersive learning technologies such as virtual reality (VR), augmented reality (AR) and educational digital games offer many benefits to teaching and learning. With their potential to immerse learners in realistic environments and facilitate higher-order cognitive learning, these technologies could be used to complement current classroom pedagogical practices. However, given that these learning environments differ from conventional classroom learning activities, current assessment practices may be insufficient for assessing learning in immersive environments. This paper develops the concept of a game-based assessment framework (GBAF) for educators interested in the assessment of learning in digital games, VR or AR. Importantly, this paper also presents the application of the framework to the design and implementation of assessments for a VR game during the game design phase. Grounded in the principles of Constructive Alignment and the Evidence-Centred Design (ECD) framework, this assessment framework describes the steps to consider for assessments and outlines the components that must be aligned for the design of assessments. To illustrate the application of the GBAF to the design of assessments for immersive learning environments, a stepwise design of assessments for a VR game is presented. The results of the outcome of the assessment of laboratory health and safety competencies of six engineering students is also presented. The GBAF offers simple and useful guidelines for the design of assessments around game tasks. It could serve as a structured basis for educators and researchers to design assessments to measure lower and higher-order cognitive learning in complex immersive environments.

This article provides a critical review of the current studies in VR-based health and safety training, assessment techniques, training evaluation, and its potential to improve the training evaluation outcomes in various high-risk engineering industries. The results of this analysis indicate the breadth of VR-based applications in training users on a combination of topics including risk assessment, machinery, and/or process operation in various industries. Data showed that the use of fully immersive VR increased significantly due to the improvements in hardware, display resolution, and affordability. Most of the articles used external assessment to measure the changes in the satisfaction and the declarative knowledge of trainees as these are easier to implement, while some articles started to implement internal assessment that provides an automated assessment capable of measuring complex skills. The results of the study also suggest that it has the potential to improve the training evaluation outcomes compared to traditional training methods. The findings from this study help practitioners and safety managers by providing a training design framework that may be adopted to optimise the condition of a VR-based training.