Abstract
The human population with disability is rapidly expanding, more than 15% of people worldwide suffer from a disability and, despite the availability of accessibility guidelines, the websites are still inaccessible. Moreover, professionals with knowledge of accessibility and design abilities are hard to come by. Therefore, the current paper addresses the introduction of accessibility to the Software Engineering students through AccessCademy, a gamification-based tool, in a fun way. The activity is delivered via a Web-based learning environment, that presents bad accessibility scenarios or failures based on the Web Content Accessibility Guidelines (WCAG), and then encourages the students to solve them. Furthermore, a case study will be presented that evaluated the learning effectiveness of the tool in the context of a university course. The results demonstrated the potential of AccessCademy which offers students a fun and engaging way to learn about accessibility, to understand the importance of accessible design with WCAG and gain accessible design skills as well. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.

Abstract
The increase in renewable generation of a distributed nature has brought significant new challenges to power and energy system management and operation. Self-consumption in buildings is widespread, and with it rises the need for novel, adaptive and intelligent building energy management systems. Although there is already extensive research and development work regarding building energy management solutions, the capabilities for adaptation and contextualization of decisions are still limited. Consequently, this paper proposes a novel contextual rule-based system for energy management in buildings, which incorporates a contextual dimension that enables the adaptability of the system according to diverse contextual situations and the presence of multiple users with different preferences. Results of a case study based on real data show that the contextualization of the energy management process can maintain energy costs as low as possible, while respecting user preferences and guaranteeing their comfort.

Abstract
O ensino de conteúdos de matemática na educação básica apresenta alguns desafios. Muitos desses vêm sendo superados com a utilização de tecnologias da informação e comunicação. Nesse contexto, a robótica educacional vem ganhando espaço, estando cada vez mais presente em ambientes escolares. Porém, há escassez de materiais que auxiliem os professores no uso dessa tecnologia em sala de aula. Para começar a suplantar esse problema, neste artigo, apresenta-se o desenvolvimento de uma ontologia capaz de auxiliar o ensino e aprendizagem da disciplina de matemática utilizando robótica educacional. A ontologia denominada Ontologia de Conteúdo de Matemática Combinada com Robótica Educacional (Onto-ENSINARE) foi construída com base na metodologia Ontology Development 101 com os aspectos de completude, consistência e concisão. Para validar a ontologia foram utilizadas consultas SPARQL para obtenção de respostas úteis aos professores de matemática da educação básica.

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To address metadata with researchers it is important to use models that include familiar domain concepts. In the Social Sciences, the DDI is a well-accepted source of such domain concepts. To create FAIR data and metadata, we need to establish a compact set of DDI elements that fit the requirements in projects and are likely to be adopted by researchers inexperienced with metadata creation. Over time, we have engaged in interviews and data description sessions with research groups in the Social Sciences, identifying a manageable DDI subset. A recent Clinical Psychology project, TOGETHER, dealing with risk assessment for hereditary cancer, considered the inclusion of a DDI subset for the production of metadata that are timely and interoperable with data publication initiatives in the same domain. Taking a DDI subset identified by the data curators, we make a preliminary assessment of its use as a realistic effort on the part of researchers, taking into consideration the metadata created in two data description sessions, the effort involved, and overall metadata quality. A follow-up questionnaire was used to assess the perspectives of researchers regarding data description.