About Me

Ph.D. Candidate in Digital Media Doctoral Program @FEUP

Researcher Grant Holder on immersive learning, at HumanISE Center in INESC TEC.
Ph.D. Candidate at the University of Porto in the Digital Media Doctoral Program, a joint program between the University of Porto and The New University of Lisbon -, with a current average mark of 17 out of 20, in the Technology specialty by the University of Porto (2020). She’s doing her research about Immersive Educational Escape Rooms as a researcher at INESC TEC’s Center for Human-Centered Computing and Information Science (HumanISE). Currently, she is also an IT trainer, at Associação Nacional de Professores, as an accredited trainer in B115 – Technology and Educational Communication, teaching “Presentation and creation of digital educational games: LearningApps and Wordwall”, “Presentation and digital content creation with the CANVA application: posters, presentations, e-books and catalogs”, and “Creating spoken presentations and video with the Canva application”. In the last two years, she worked at Multicompetências as Director of the Programming and Multimedia Department as Web Developer, Graphic Designer, Digital Marketing, and Head of Learning and Development. As Head of Learning and Development, she has improved the online courses, namely courses in moodle with the migration of data from forinsia (an online training software to training schools). In February 2021 she has finished her Training Manager course at Cognos Formação e Desenvolvimento Pessoal. Recently, she has done some certifications in: Education (at FEUP and other certified training schools, Porto), in Learning from Users (Fraunhofer, Porto), and MOCs certification as Web Developer (Rumos, Porto). She has finished her Master in Multimedia – Technologies with the final classification of 15 out of 20 by the University of Porto (2013). Her professional activity began as a receptionist (2002-2007) at the Serralves Foundation (Porto), where she did a stage at the Museum Direction (2006). Later, she started her activity as a teacher and trainer, teaching “IT Communication” and “Computer Applications” (2008-2012; 2018). In September 2016, she finished her main professional internship at Primavera BSS, where she has done some projects in Multimedia, Web, and Mobile Development for Primavera Academy (Braga). Then she also developed some Web projects as self-employed and for FTP – Comércio e Equipamento Informático, LDA.



Conference Paper

Adaptability and Procedural Content Generation for Educational Escape Rooms

D. Sousa A. Coelho M. Torres , Ana Rita Garcia, Tiago Rossini

Faculty of Engineering, University of Porto / INESC TEC (PORTUGAL)


We present a literature review that aims to understand the role of the Educational Escape Room (EER) in improving the teaching, learning, and assessment processes through an EER design framework. The main subject is to identify the recent interventions in this field in the last five years. Our study focuses on understanding how it is possible to create an EER available to all students, namely visually challenged users. As a result of the implementation of new learning strategies that promote autonomous learning, a concern arose in adapting educational activities to each student’s individual needs. To study the adaptability of each EER, we found the EER design framework essential to increase the student experience by promoting the consolidation of knowledge through narrative and level design. The results of our study show evidence of progress in students’ performance while playing an EER, revealing that students’ learning can be effective. Research on Procedural Content Generation (PCG) highlighted how important it is to implement adaptability in future studies of EERs. However, we found some limitations regarding the process of evaluating learning through the EERs, showing how important it is to study and implement learning analytics in future studies in this field.

keywords: learning, educational escape room, narrative, level design, adaptability, procedural content generation.


Appears in:
Vol. 16 No. 1 (2022): Proceedings of the 16th European Conference on Games Based Learning (browse)
Pages: 766-773
Publication year: 2022
doi: https://doi.org/10.34190/ecgbl.16.1.618
Conference name: 16th European Conference on Games Based Learning
Dates: 6-8 October, 2022
Location: Lisbon, Portugal
Citation download:

Other publications by the authors:

Conference Paper


D. Sousa A. Coelho M. Torres 

Faculty of Engineering, University of Porto / INESC TEC (PORTUGAL)

Playful Learning won a prominent place in the different levels of education, and the Educational Escape Room (EER) is one of the many playful approaches to enhance student motivation. Furthermore, we argue that EERs activities facilitate learning strategies and improve teaching-learning and assessment processes.

In an Escape Room, players must solve puzzles and tasks in a limited amount of time to find the key to escape. Usually, team size is between 4 and 8 players, and most games have a minimum of 2 and a maximum of 12 players. Student groups solve contextualized problems, depending on the learning objectives and skills to improve, against the clock that usually lasts sixty minutes. According to some studies, students learn from their peers while solving challenges and viewing course materials differently. In addition, the EER rules are less competitive, and activities are more cooperative and playful. So, the challenges, the clues, and immediate feedback are characteristics that encourage students' participation, motivation, and understanding of learned concepts. The development of EER is complex and time-consuming, but once it is complete, it can be applied to other students in the following years. There are many experiences with EER reporting that teachers supervise students and are present throughout the activity, although some involve students alone in a locked room. In addition, video surveillance was used to monitor activity, and walkie-talkies could be used for communication between students. This article presents a literature review of the last five years about EERs activities, focusing on studies, references, and tools for creating EER, providing educators, researchers, and other stakeholders information to be able to include EER in teaching-learning and assessment processes.

keywords: educational escape roombreakoutlearning activityplayful learning.


Appears in:
EDULEARN22 Proceedings (browse)
Pages: 2534-2539
Publication year: 2022
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.0656
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
Citation download:
(BibTeX) (ris) (plaintext)

Other publications by the authors:


Conference Paper


D. Sousa1A. Coelho2G. Bernardes2N. Correia3

1Faculty of Engineering, University of Porto (PORTUGAL)
2Faculty of Engineering, University of Porto / INESC TEC (PORTUGAL)
3Departamento de Informática, NOVA LINCS / Faculdade de Ciências e Tecnologia, Universidade NOVA de Lisboa (PORTUGAL)

In this paper, we adopt design methods from Human-Computer Interaction (HCI) to propose enhanced measurements for Reaction Time (RT). To this end, we developed a RT system as a turtles racing game, which, ultimately, aims to foster Serious Games methodologies to study and assess the focus of attention (FOA), motor and cognitive skills in the children's learning processes (LP).

We conducted a literature review of RT methods, which support the need for the development of a system exploring accurate measurements of RT from button clicks behavior. The modular system architecture features: (1) a physical computing interface, including light and sonic actuators, mounted on a Raspberry Pi 3 B+ board; (2) a turtles racing game using physics programming in Python — whose media components, including the graphic and sound design, have been adapted to children with 3 to 5 years of age; (3) a method to accurately compute RT values and descriptive statistics over time.

From an early stage, the system design has been defined to comply with usability heuristics from HCI. The light and sonic actuators have shown to be attractive to children by captivating them on the game's long-term playing while struggling to retain the focus from those with attention deficit. However, we faced challenging limitations on the electronic components at the control and the Raspberry Pi's graphic engine. On the one hand, the device was not prone to build intuitive and collaborative control interfaces (for more than one child). On the other hand, accuracy was compromised, as the same control instructions from buttons could have significant changes in the response behavior depending on the applied pressure and interval times between repeated instructions.

Our study has pinpointed some weaknesses in the existing measurements of RT. The proposed and developed system has tackled some of the limitations of RT systems' control and design for education. In particular, the system contributes to the development of RT from visual and auditory stimuli to promote students' FOA and better performance of the SG as a complement to the learning processes. The resulting methods primarily target children above three years old to promote the development of their FOA, motor, and cognitive skills.

Appears in:

Pages: 4851-4857
Publication year: 2021
ISBN: 978-84-09-27666-0
ISSN: 2340-1079
doi: 10.21125/inted.2021.0983

Conference name: 15th International Technology, Education and Development Conference
Dates: 8-9 March, 2021
Location: Online Conference



Educational Escape Room

Learning Apps

Jardim de Infância – Os animais

Português – As Profissões

Português – Verbos com a letra “D”


Matemática – Multiplicação

História – Os Reis de Portugal


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I don't know everything, but I learn every single day!