Artificial Intelligence (AI) has been part of every citizen's life for several years. Still, the emergence of generative AI (GenAI), accessible to all, has raised discussions about the ethical issues they raise, particularly in education. GenAI tools generate content according to user requests, but are students using these tools ethically and safely? Can teachers guide students in this use and use these tools in their teaching activities? This paper argues that teacher professional development (TPD) is an essential key trigger in adopting these emerging technologies. The paper will present an integrative literature review that discusses the components of TPD that may empower teachers to guide their students towards the ethical and safe use of GenAI. According to the literature review, one key component of TPD should be AI literacy, which involves understanding AI, its capabilities and limitations, and its potential benefits and drawbacks in education. Another essential component is hands-on activities that engage teachers, their peers, and students in actively using these tools during the training process. The paper will discuss the advantages of working with GenAI tools and designing lesson plans to implement them critically in the classroom.

(1) Background: serious games seem to show promising strategies to promote treatment compliance and motivate behavior changes, and some studies have proven to contribute to the literature on serious games. (2) Methods: this systematic review aimed to analyze the effect of serious games in promoting healthy eating behaviors, effectively preventing childhood obesity, and improving physical activity in children. Five electronic bibliographic databases—PubMed, ACM Digital Library, Games for Health Journal, and IEEE Xplore were used to conduct a systematic literature search based on fixed inclusion and exclusion criteria. Peer-reviewed journal articles published between 2003 and 2021 were selected for data extraction. (3) Results: a total of 26 studies were identified, representing 17 games. Half of the studies tested interventions for healthy eating and physical education. Most of the intervention’s games were designed according to specific behavioral change theories, predominantly the social cognitive theory. (4) Conclusions: studies confirmed the potential of serious games for obesity prevention but considering the restrictions encountered, we exhort for novel designs with different theoretical perspectives.

We present and technically describe the implementation of a book prototype: the Bridging Book, a children's mixed-media picture-book that blurs the line between printed and electronic books. Bridging book consists of a printed book and a digital device, placed side-by-side, with synchronized content. Thumbing through the book's pages triggers the device to display the complementary digital content. The physical book requires no batteries or wires. In the current version, the printed illustrations on each page of the physical book are extended into the device screen, offering further interaction. The content can be explored both linearly by reading and thumbing the printed book and/or exploring the interaction on the digital device. We also briefly explain the planned future study observation, with children, to evaluate our prototype.

Objective: Public participation has benefited from innovative engagement tools that facilitate the negotiation between diverse sets of stakeholders with different planning perspectives. Our objective is to test and evaluate the use of a fast Serious Game (SG) to support a participation process in the context of a conference on urban mobility. We also aim to explore how these analogue games engage Player Participants (PPs) and Non-Player Participants (NPPs). Methodology: We developed an empirical approach where a fast analogue planning game was designed and deployed to support discussions during a conference on sustainable mobility. The game resulted from modding existing modern board games. We combined several game mechanisms and components with an urban map, following the Design, Play, Experience (DPE) framework for SG development. The low-tech game was available to Player Participants (PPs) and displayed in a way Non-Playing Participants (NPPs) could participate indirectly. Results: The proposed SG engaged PPs and NPPs. PPs immediately started to plan the local transport system establishing a collaborative dynamic. NPPs participated by helping PPs, providing them with their expert and local knowledge. The simplicity of the game and the way it was displayed contributed to the engagement of PPs and NPPs. Conclusion: Our findings show that layout configurations and facilitation techniques with analogue games can foster the participation of PPs and NPPs. Low-tech analogue SGs can be useful when resources are low, SG experience is reduced, and fast solutions for citizen and stakeholder engagement are necessary.