Abstract
Force sensors are essential elements of actuator systems, providing measurement and force control in different domains. This literature review discusses its applications in the industry, academic research, and educational domains. In an industrial setup, force sensors enhance efficiency, safety, and reliability within automation systems, predominantly robotic arms and assembly lines. In the academic environment, using such sensors fosters innovation within robotics and biomechanical studies, allowing for testing theoretical models and new methodologies. In education, force sensors help students understand basic concepts about mechanics and robotics from practical work. Understanding this diverse application allows one to design effective actuator systems, promoting technological advances and improved learning experiences. With this literary review, the aim is to gain an understanding of the state of the art in force sensor actuators applied in various areas, such as academia, education, and industry.

Abstract
Artificial intelligence (AI) holds significant potential for enhancing quality of gastrointestinal (GI) endoscopy, but the adoption of AI in clinical practice is hampered by the lack of rigorous standardisation and development methodology ensuring generalisability. The aim of the Quality Assessment of pre-clinical AI studies in Diagnostic Endoscopy (QUAIDE) Explanation and Checklist was to develop recommendations for standardised design and reporting of preclinical AI studies in GI endoscopy. The recommendations were developed based on a formal consensus approach with an international multidisciplinary panel of 32 experts among endoscopists and computer scientists. The Delphi methodology was employed to achieve consensus on statements, with a predetermined threshold of 80% agreement. A maximum three rounds of voting were permitted. Consensus was reached on 18 key recommendations, covering 6 key domains: data acquisition and annotation (6 statements), outcome reporting (3 statements), experimental setup and algorithm architecture (4 statements) and result presentation and interpretation (5 statements). QUAIDE provides recommendations on how to properly design (1. Methods, statements 1-14), present results (2. Results, statements 15-16) and integrate and interpret the obtained results (3. Discussion, statements 17-18). The QUAIDE framework offers practical guidance for authors, readers, editors and reviewers involved in AI preclinical studies in GI endoscopy, aiming at improving design and reporting, thereby promoting research standardisation and accelerating the translation of AI innovations into clinical practice.

Abstract
This chapter examines how Artificial Intelligence (AI) and Learning Analytics (LA) are transformingdistanceeducation, accelerated by the COVID-19 shift toe-learning. By using data from Learning Management Systems (LMS), these technologies can personalize learning, improve student retention, and automate tasks. AI, particularly machine learning, enables dynamic adaptation to student needs, while LA provides valuable insights for informed instructional decisions. However, ethical concerns, including data privacy and algorithmic bias, must be addressed to ensure equitable access and fair learning outcomes. The future of distance learning lies in responsible integration of AI and LA, creating immersive and inclusive educational experiences. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Abstract
Robotic competitions have been popularly applied in the educational context, proving to be an excellent method for fostering student engagement and interest in science, technology, engineering, and math (STEM). In this context, this paper presents the application of mobile robots in a classroom competition, in order to encourage students to enhance mobile robotics concepts learning in a dynamic and collaborative environment. The mobile robot prototyping is presented, and the methodology, including the Hardware-in-the-loop approach applied in the classrooms, is also described, together with the competition rules and challenges proposed for the students. The results indicated an improvement in students’ motivation, teamwork, communication, and the development of technical skills, computational thinking, and problem-solving.

Abstract
The main challenges hindering the adoption of deep learning-based systems in clinical settings are the scarcity of annotated data and the lack of interpretability and trust in these systems. Concept Bottleneck Models (CBMs) offer inherent interpretability by constraining the final disease prediction on a set of human-understandable concepts. However, this inherent interpretability comes at the cost of greater annotation burden. Additionally, adding new concepts requires retraining the entire system. In this work, we introduce a novel two-step methodology that addresses both of these challenges. By simulating the two stages of a CBM, we utilize a pretrained Vision Language Model (VLM) to automatically predict clinical concepts, and an off-the-shelf Large Language Model (LLM) to generate disease diagnoses grounded on the predicted concepts. Furthermore, our approach supports test-time human intervention, enabling corrections to predicted concepts, which improves final diagnoses and enhances transparency in decision-making. We validate our approach on three skin lesion datasets, demonstrating that it outperforms traditional CBMs and state-of-the-art explainable methods, all without requiring any training and utilizing only a few annotated examples. The code is available at https://github.com/CristianoPatricio/2step-concept-based-skin-diagnosis.

Abstract
The ever-changing landscape of distance learning AI and learning analytics transforms engagement and efficiency in education. AI systems analyze behavior and performance data to provide real-time feedback for improved outcomes. Learning analytics further help educators to identify at-risk students while fostering better teaching strategies. By integrating AI with learning analytics, distance education becomes more inclusive, ensuring learners receive the support necessary to thrive in an increasingly digital and knowledge-driven world. AI and Learning Analytics in Distance Learning explores the development of distance learning. It examines the challenges of using these systems and integrating them with distance learning. The book covers topics such as AI, distance learning technology, and management systems, and is an excellent resource for academicians, educators, researchers, computer engineers, and data scientists. © 2025 by IGI Global Scientific Publishing. All rights reserved.