The increasing impact of digital technologies on society is marked by rapid and disruptive changes, including more efficient and modern processes, and is pushing companies to adopt digital solutions. However, companies have limited options, and can rarely avoid being affected by the speed and challenges introduced by digital technologies. Researchers have observed that, despite the advantages they bring, the cybersecurity risks associated with these technologies are not fully apparent. In this context, the present study aims to uncover the risks associated with using digital transformation technologies, which may lead to outcomes that fall short of initial expectations. As the research methodology, a systematic literature review was conducted involving a search for scientific articles in bibliographic databases in order to identify, organize, and classify these risks. This review offered visibility into the risks companies face when adopting digital technologies and provided a framework that highlights the most relevant risks. IT specialists validated these risks through a consistent questionnaire followed by application of the Cronbach’s alpha coefficient applied, aligning our systematic literature review with market realities regarding the risks that companies are exposed to when using digital technologies. As a contribution to both industry and academia, this work offers a framework that can support companies in their digital transformation journey by helping them to recognize and manage the cybersecurity risks associated with digital technologies. Future studies could expand on this framework by developing a model for risk prioritization and mitigation.

O ensino a distância (EaD) vem em um crescimento expressivo, no qual é muito comum o emprego de Ambientes Virtuais de Aprendizagem (AVA), bem como a utilização de equipamentos pessoais de informática, como telefones celulares pelos alunos, os quais possuem câmeras frontais que possibilitam a identificação do usuário. Contudo, em um AVA é difícil observar a atenção e a satisfação do aluno em relação ao conteúdo a ele apresentado, diferentemente do que ocorre no ensino presencial. A literatura mostra que o aluno deve apresentar emoções que possam ser evidenciadas, através de sua face e reconhecidas por meio de técnicas computacionais eficientes. Neste trabalho é apresentado uma abordagem computacional, com aplicação da Inteligência Artificial, capaz de detectar a face e os olhos do aluno, além de determinar seu estado de atenção durante a utilização de um objeto de aprendizagem a ele apresentado durante sua jornada em um AVA, com uso de um computador em ambiente Windows. Os experimentos realizados no âmbito da pesquisa em tecnologias educacionais indicam que a integração de mecanismos simples de design instrucional, como ajustes na interface ou o uso de recursos digitais alternativos, pode apoiar a tomada de decisões pedagógicas e promover melhorias na qualidade das experiências de aprendizagem em ambientes AVA.

The increasing impact of digital technologies on society, marked by rapid and disruptive changes, including more efficient and modern processes, is pushing companies to adopt digital solutions. However, companies have limited options, and they can rarely avoid being affected by the speed and challenges introduced by digital technologies. Researchers have observed that the cybersecurity risks associated with these technologies are not fully apparent, despite the advantages they bring. In this context, this study aims to uncover the associated risks of using Digital Transformation technologies, which may lead to outcomes that fall short of initial expectations. A systematic literature review was conducted as the research methodology, involving a search for scientific articles in bibliographic databases to identify, organize, and classify these risks. This review offered visibility into the risks companies face when adopting digital technologies and provided a framework that highlights the most relevant risks. IT specialists validated these risks through a questionnaire, thereby aligning the systematic literature review with market realities regarding the risks companies are exposed to when using digital technologies. As a contribution to both the industry and academia, this work offers a framework to support companies in their Digital Transformation journey, helping them to recognize and manage the cybersecurity risks associated with digital technologies. Future studies could expand on this framework by developing a model for risk prioritization and mitigation.

This work aims to develop and validate a software architecture that allows the integration of the virtual learning environment with smart technologies that monitor the learner’s concentration in front of learning objects. This is applied research, of an experimental nature, exploratory, qualitative, bibliographic, laboratory, longitudinal, retrospective and prospective approach. Research carried out on scientific work databases found the existence of smart technologies that allow monitoring of a learner, using only the equipment’s camera. It was also found that there are virtual learning environment platforms that support distance learning. However, no proposals for architectures that allow the operationalization of these connections were found. In this context, an architecture called AMBCON (Connection Environment) was developed that interfaces between a virtual learning environment and an environment containing smart technologies that monitor learners. The AMBCON architecture was validated by performing a proof of concept.

This research aims to analyze the processes, enablers, inputs, and outputs of reference frameworks in knowledge management published by knowledge management institutions from various countries, highlighting similarities and differences. To achieve this objective, a deductive research method was applied with an emphasis on analytical-qualitative research on multiple case studies. The five cases examined are reference frameworks for knowledge management developed by institutions in several countries (Asia, representing 20 countries: Brazil, France, Germany, and the United States). The results were analyzed and validated by three PhD researchers from postgraduate program experts in knowledge management. The comparison between KM frameworks highlighted the diversity of approaches and priorities in KM implementation. Each framework prioritizes specific processes, enablers, inputs, and outputs. The key objectives of KM in the analyzed frameworks are similar, as they aim to improve organizational knowledge management and use it for business success. However, the specific approaches and elements demonstrated differences among the frameworks analyzed.