In recent years, the utilization of augmented reality (AR) and virtual reality (VR) has emerged as a transformative approach in education, revolutionizing traditional teaching methods. This study seeks to explore the efficacy of AR and VR as pedagogical resources for enhancing the teaching of the solar system. The research process involved the development of an application comprising two modules, AR and VR, which were evaluated to assess their impact on the teaching process. Furthermore, a comparative study was conducted to evaluate the immersiveness, interactivity, and ease of use offered by these technologies. The findings demonstrate that both AR and VR demonstrate promise in supporting the teaching process, with the VR module garnering particularly positive evaluations. However, it is crucial to acknowledge existing barriers in underprivileged communities, where public schools face limited investments in technology infrastructure. These limitations hinder the widespread implementation of such immersive experiences and their potential to foster new knowledge acquisition.

Distance learning has assumed a relevant role in the educational scenario. The use of Virtual Learning Environments contributes to obtaining a substantial amount of educational data. In this sense, the analyzed data generate knowledge used by institutions to assist managers and professors in strategic planning and teaching. The discovery of students’ behaviors enables a wide variety of intelligent services for assisting in the learning process. This article presents a literature review in order to identify the intelligent services applied in distance learning. The research covers the period from January 2010 to May 2021. The initial search found 1316 articles, among which 51 were selected for further studies. Considering the selected articles, 33% (17/51) focus on learning systems, 35% (18/51) propose recommendation systems, 26% (13/51) approach predictive systems or models, and 6% (3/51) use assessment tools. This review allowed for the observation that the principal services offered are recommendation systems and learning systems. In these services, the analysis of student profiles stands out to identify patterns of behavior, detect low performance, and identify probabilities of dropouts from courses.

Studies show that executive functions and motor development are associated with each other and with learning ability. A more technological lifestyle combined with digital culture should be considered a viable alternative to stimulate children’s development. Therefore, this study aimed to present a systematic mapping of the literature involving executive functions, motor development, and the use of digital games in intervention programs for elementary school children from 6 to 11 years old. Four databases were researched: PubMed, Scielo, Science Direct, and SCOPUS, including publications between 2012 and March 2021. The initial results indicated 4881 records. After the selection process, 15 manuscripts that presented the central theme of the study were selected. The main results indicated that intervention strategies are rather heterogeneous. Most of the studies demonstrated efficient results after intervention protocols, many of them were conducted in Europe, and 46% occurred in a school environment. No research was identified involving technological solutions using executive functions, motor development, and digital games in an integrated manner. Hence, this constitutes a field of future scientific research.

A soja preta [Glycine max (L.) Merrill] é uma variedade de soja pouco conhecida no Brasil, que além de possuir os benefícios relacionados ao consumo da soja, apresenta antocianinas na casca, auxiliando na atividade antioxidante. Grande parte da literatura científica refere-se à soja amarela, enquanto estudos sobre a soja preta ainda são escassos. O objetivo desse estudo foi analisar grãos de soja preta e amarela, crus e cozidos, quanto ao teor dos principais compostos bioativos. A identificação e quantificação de isoflavonas por CLUE, e antocianinas pelo método do pH diferencial. Os teores de antocianinas totais nos grãos de soja preta sofreram uma redução de 83% após o cozimento. Cinco das doze formas químicas de isoflavonas foram detectadas e quantificadas nos grãos de soja preta e amarela, crus e cozidos. A forma malonilglicosídica apresentou a maior concentração nas duas cultivares, e após o cozimento houve um acréscimo da forma aglicona nas cultivares de soja preta e amarela. Assim, o consumo de soja preta ou mesmo a produção de novos alimentos a partir desses grãos poderá oferecer ao consumidor a possibilidade de diversificar a sua dieta, introduzindo um alimento com a mesma qualidade nutricional da soja amarela e, possivelmente, maiores benefícios à saúde.