Information and Communication Technologies are driving the improvement of industrial processes. According to the Industry 4.0 (I4.0) paradigm, digital systems provide real-time information to humans and machines, increasing flexibility and efficiency in production environments. Based on the I4.0 Design Principles concept, Virtual Assistants can play a vital role in processing production data and offer contextualized and real-time information to the workers in the production environment. This systematic review paper explored Virtual Assistant applications in the context of I4.0, discussing the Technical Assistance Design Principle and identifying the characteristics, services, and limitations regarding Virtual Assistant use in the production environments. The results showed that Virtual Assistants offer Physical and Virtual Assistance. Virtual Assistance provides real-time contextualized information mainly for support, while Physical Assistance is oriented toward task execution. Regarding services, the applications include integration with legacy systems and static information treatment. The limitations of the applications incorporate concerns about information security and adapting to noisy and unstable environments. It is possible to assume that the terminology of Virtual Assistants is not standardized and is mentioned as chatbots, robots, and others. Besides the worthy insights of this research, the small number of resulting papers did not allow for generalizations. Future research should focus on broadening the search scope to provide more-significant conclusions and research possibilities with new AI models and services, including the emergent Industry 5.0 concept.

Technological evolution has driven the integration of computing devices in various domains, giving rise to heterogeneous and dynamic intelligent environments; together with market pressure, these pose challenges in formulating an architecture that takes advantage of contextual knowledge. In terms of architectural design, we are witnessing a transition from a centralised, monolithic view of systems to a decentralised view that incorporates the vertical and horizontal dimensions of the production environment. Therefore, this review aimed to (i) identify the requirements, (ii) find out about the representation models and context inference techniques, and (iii) identify architectural technologies, norms, models, and standards. The results observed in 25 articles made it possible to identify interoperability, automation, and decision-making as convergence points and observe the adoption of ontologies as a research area for context representation. In contrast, the discussion of context inference techniques remains open. Finally, this study presents recommendations for the design of a context-aware systems architecture that incorporates the principles of Industry 4.0 and facilitates the development of applications.

A Internet das Coisas (IoT ou Internet of Things) tem se revelado uma tecnologia potencialmente disruptiva em vários campos da atividade humana, o que inclui os processos educacionais. O processamento de dados produzidos e armazenados por objetos cotidianos e sensores e processados na web pode potencializar a análise pedagógica do professor e conferir maior liberdade para intervir nos percursos formativos dos alunos. Contudo, as pesquisas relacionando IoT e educação são incipientes, não conferindo uma visão clara sobre como concretizar este potencial. Este artigo apresenta uma revisão sistemática da literatura para melhor evidenciar as possibilidades de conexão entre IoT e Educação, recolhendo produções e analisando o conteúdo das mesmas e agrupando-as por ano e país de publicação, contexto e nível educacional, foco dos estudos, tecnologias adotadas, aspectos metodológicos, aspectos teóricos e desenvolvimento de competências proporcionado por tais tecnologias. Constatou-se que a maioria das pesquisas foca em aspectos técnicos e utilitários da IoT, mas existem propostas com referencial teórico-metodológico de caráter pedagógico. Os resultados apontam para a necessidade de aprofundamento da interligação entre Internet das Coisas e Educação, indicam possibilidades de pesquisas futuras e a quais áreas esse aprofundamento deve atender, possibilitando a utilização desse potencial tecnológico para a promoção de novas abordagens na área de ensino e aprendizagem.

The pedagogical monitoring of activities involving spatial movement of students represents a teaching challenge due to events taking place outside the visual reach of the teacher. We present a literature review in which observational aspects are relevant to promote teacher awareness in these activities, from a perspective of awareness within the field of CSCW - Computer Supported Cooperative Work. We also identified instruments and situations associated with those aspects of awareness. Results are presented via thematic analysis, clarifying the relevance of aspects related to Motivation/Engagement, Location/Path, Execution of the Activity, Interaction/Cooperation, and Results/Feedback. This clarification may contribute towards the development of learning orchestration protocols and information systems which support teachers in the collection and analysis of awareness-supporting data, contributing to teacher awareness of what occurs in these activities and allowing greater freedom and assertiveness in the pedagogical orchestration.