Abstract
With the continuously growing usage of collaborative robots in industry, the need for achieving a seamless human-robot interaction has also increased, considering that it is a key factor towards reaching a more flexible, effective, and efficient production line. As a prominent and prospective tool to support the human operator to understand and interact with robots, Augmented Reality (AR) has been employed in numerous human-robot collaborative and cooperative industrial applications. Therefore, this systematic literature review critically appraises 32 papers' published between 2016 and 2021 to identify the main employed AR technologies, outline the current state of the art of augmented reality for human-robot collaboration and cooperation, and point out future developments for this research field. Results suggest that this is still an expanding research field, especially with the advent of recent advancements regarding head-mounted displays (HMDs). Moreover, projector-based and HMDs developed approaches are showing promising positive influences over operator-related aspects such as performance, task awareness, and safety feeling, even though HMDs need further maturation in ergonomic aspects. Further research should focus on large-scale assessment of the proposed solutions in industrial environments, involving the solution's target audience, and on establishing standards and guidelines for developing AR assistance systems.

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This paper deals with the modelling and control of an oven for reflowing electronic surface-mounted devices. The modelling is done taking into account that the system has a second-order dynamic behaviour whose parameters were obtained through a genetic algorithm. It is also shown that this system exhibits a high pure time-delay which makes the design of the control system very difficult. In particular, the performance of a PI controller is evaluated with respect to tracking two different types of reference signals. It is observed that the performance of such a controller is severely affected by the huge inertia of the system. In order to mitigate this effect, tests were performed with a different architecture known as the Smith predictor. It is concluded that, although with differences, neither the PI controller nor the Smith allows the tracking of the typical reference in a reflow process.

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This work focuses on the issues encountered when using current evaluation tools to assess the accessibility and usability of web and mobile applications. Therefore, we present a case study, where we tested three accessibility assessment tools against the official website of Portuguese Institute for Employment and Vocational (IEFP), used by millions of users nationwide. Indeed, we found that individual tools still provide limited coverage of success criteria and, thus, user verification is consistently needed. In this regard, we also aim at proposing a new tool called IncWeb, that can automatically alter any web or mobile application into a usable and fully accessible one, in a way that is transparent to the user and adapted to his type of disability. As such, this work emphasizes the importance of having appropriate tools to facilitate the lives of people with disabilities and/or special needs, presenting not only the problems of other assessment tools, but also proposing a new paradigm-changing solution to overcome those known challenges. © 2022 Elsevier B.V.. All rights reserved.

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Objectives Research into the effectiveness of mindfulness-based programs (MBPs) in school settings has grown substantially. However, studies in the field are still scarce, present methodological limitations, and fail to examine how children's characteristics influence MBPs' effects. The twofold aim of this study was to analyze the effectiveness of an MBP on children's attention and emotional regulation, writing performance, and school grades, and to evaluate the moderating role of baseline scores, age, gender, and socioeconomic status. Methods Fifty-seven third graders received the MBP (n = 28) or a health-based program (n = 29), which is the active control group, for 8 weeks. In each week, both programs were composed of two 30-min sessions delivered by psychologists and three 5-min sessions delivered by teachers. Before and after the implementation of the programs, we assessed teacher-rated children's attention and emotional regulation, performance-based attention networks (alerting, orienting, and conflict monitoring), writing performance (handwriting fluency, spelling, and text quality), and school grades in Portuguese, Mathematics, and Social Studies. Results Compared to the control group, after the program, the mindfulness group displayed higher teacher-rated attention and emotional regulation, as well as better Portuguese, Mathematics, and Social Studies grades. Emotional regulation and alerting baseline scores as well as age were found to moderate the MBP's effects. Conclusions These findings provide preliminary evidence on the effectiveness of a MBP on children's behavior and school grades. This means that students may benefit from the integration of mindfulness practices into the educational setting as a complement to the school curriculum.