In recent years, the use of VR games in cultural heritage has been growing. VR Games have increasingly found their way into museums and exhibitions, highlighting the increasing cultural value associated with games and the institutionalization of game culture. In particular, serious VR games have a variety of benefits for educational purposes. There are several studies that deployed VR games to improve visitor experiences in several contexts. However, there are not sufficient studies in the field that examine the benefits and drawbacks of VR gaming. This lack of classification studies is regarded as an obstacle to developing more effective games and proposing guidance on the best way of using them in cultural heritage. This review aims to analyze how VR games are used in cultural heritage settings, to explore the evolution and opportunities of this emerging field, the challenges and tensions these innovations present, and to collectively advance this work to benefit visitor experiences.

This study proposes a methodological approach that allows educational robotics to be used in order to develop collaboration skills in educational settings. Educational robotics is a promising educational tool that has the potential to become a platform for the development of a range of skills. However, there is a scarce amount of empirical case studies that present detailed information on the way it is implemented within formal primary school education. On the other hand, even though collaboration skills are considered vital for future school graduates, it is rarely discussed as the main focus of educational robotics. Most commonly collaboration or teamwork skills are viewed as a byproduct of the robotics activities. This work views collaboration skills as the main outcome. The methodological approach that this work proposes has been implemented during a period of three years in one pilot and two case studies. This research measures the reflection of the robotics tasks paired with the methodological approach to the development of collaboration skills. In order to measure the development of collaboration skills, the ATC21S^TM framework was used. The results showed activation of the indicators that comprise collaboration skills. Additionally, observations, which were gathered during unsupervised and unrelated to educational robotics, non-context-driven social interactions, showed improvements in students’ social behavior.

The popularity of VR technology has led to the development of public VR setups in entertainment venues, museums, and exhibitions. Interactive VR CAVEs can create compelling gaming experiences for both players and the spectators, with a strong sense of presence and emotional engagement. This paper presents the design and development processes of a VR interactive environment called MobiCave (in room-scale size), that uses motion-tracking systems for an immersive experience. A user study was conducted in the MobiCave, aimed to gather feedback regarding their experience with a demo game. The study researched factors such as immersion, presence, flow, perceived usability, and motivation regarding players and the bystanders. Results showed promising findings for both fun and learning purposes while the experience was found highly immersive. This study suggests that interactive VR setups for public usage could be a motivating opportunity for creating new forms of social interaction and collaboration in gaming.

The objective of this chapter is to explore the evolution and opportunities of the emerging field of digital games for programming learning, the challenges and tensions that they present, and how educators may be able to collectively advance this work to benefit student learning. This work summarizes previous empirical evidence concerning the positive impacts and outcomes of digital games in computing education, or even impacts that do not let games to spread. Hence, a systematic literature review is carried out in this context to provide a comprehensive overview of works carried out towards incorporating digital games in order to acquire CT skills or learn basic programming concepts within P12 education. The chapter discusses on the range of indicators and measures used in the 44 selected studies, together with methodological limitations and recommendations for further work in this area.

Social media usage is affecting peoples’ views through opinion sharing, a fact that has started to attract cultural institutions, as it is possible that this procedure can possibly be a part of a museum experience. As the main goal of a cultural institution is the maximization of senses stimulation, the device that is offered to the visitors’ hands everyday and every moment, becomes an important tool for the art spaces. In this notion we perform research on issues that can be of great importance for the museum’s online presence and attraction. We focus on establishing the personality of influencers related to culture, as well as the characteristics of qualitative discussions on the social media. Crosscult Project is an EU funded project, that aims to spur a change in the way European citizens appraise History, and sets that basis of our research as the experiments are conducted within its scope of. Through the experimental procedure, we collect information in order to define the character of the influencer and the substances of a “serious” conversation. “Serious” conversations are regarded the ones in which a cultural organization can participate actively and benefit from the participation. We present the results of our experimental evaluation and analyze how cultural institutions can benefit from the outcomes of our research.