These proceedings represent the work of contributors to the 14th European Conference on Games Based Learning (ECGBL 2020), hosted by The University of Brighton on 24-25 September 2020. The Conference Chair is Panagiotis Fotaris and the Programme Chairs are Dr Katie Piatt and Dr Cate Grundy, all from University of Brighton, UK.

This two-volume set LNCS 12198 and 12199 constitutes the thoroughly refereed proceedings of the 11th International Conference on Digital Human Modeling and Applications in Health, Safety, Ergonomics and Risk Management, DHM 2020, which was supposed to be held as part of the 22st HCI International Conference, HCII 2020, in Copenhagen, Denmark, in July 2020. The conference was held virtually due to the COVID-19 pandemic. A total of 1439 papers and 238 posters have been carefully reviewed and accepted for publication in HCII 2020. DHM 2020 includes a total of 77 papers; they were organized in topical sections named: Part I, Posture, Motion and Health: Posture and motion modelling in design; ergonomics and occupational health; applications for exercising, physical therapy and rehabilitation; health services; DHM for aging support. Part II, Human Communication, Organization and Work: Modelling human communication; modelling work, collaboration and the human environment; addressing ethical and societal challenges; new research issues and approaches in digital human modelling.

Game Science in Hybrid Learning Spaces explores the potential, implications, and impact of game-based approaches and interventions in response to the blurring of boundaries between digital and physical as well as formal and informal learning spaces and contexts. The book delves into the concept, opportunities, and challenges of hybrid learning, which aims to reduce the barriers of time and physical space in teaching and learning practices, fostering seamless, sustained, and measurable learning experience and outcomes beyond the barriers of formal education and physical learning contexts. Based on original research, Game Science in Hybrid Learning Spaces establishes trans-disciplinary and holistic considerations for further conceptual and empirical investigation into this topic, with the dual goals of a better understanding of the role of game-based approaches in a blended environment and of the possible structural and cultural transformation of formal education and lifelong learning. This book is an essential guide for researchers, designers, teachers, learners, and practitioners who want to better understand the relationship between games and learning that merges digital and physical experiences and blends formal and informal instructions.