Gouveia, PatríciaLima, LucianaUnterholzner, Anna Rebecca2022-05-132022-05-132022In: Handbook of research on acquiring 21st century literacy skills through game-based learning. - p. 180-193http://hdl.handle.net/10451/52997This chapter presents experiences in using gaming and interactive media in higher education environments since 2017 culminating in the 2020/21 years when the COVID-19 pandemic forced teachers and students to adopt different work methodologies. Participatory design strategies merged with a tradition of critical and interdisciplinary studies in humanities mediated by online technologies helped shape these strategies enhanced by the cooperation from three different faculties from Lisbon University in Portugal (Universidade de Lisboa, UL), namely FBAUL, IST, and IGOT. The aim of these experiments was to augment the potential for innovation and research taking advantage of gaming research methodologies to involve teachers and students in a common context. This chapter also shows research done in interactive media, augmented and virtual reality, game art, and gender equity. The year 2020 showed how institutional collaboration can open learning spaces to a more focused approach on the interests of young people and to promote a more sustainable and dynamic futureengPandemiaJogosArte multimédiaArte digitalTransmediaDesign participativobook part10.4018/978-1-7998-7271-9.ch010