Marisa Pinheiro

Driving an electric wheelchair requires motor coordination, spatial perception and quick reactions to obstacles, particularly challenging for people with mobility impairments. Traditional training methods have several limitations, including large physical spaces, constant supervision, equipment wear and the high cost of electric wheelchairs, which restricts their availability in rehabilitation contexts. This work presents the development of a Virtual Reality simulator for electric wheelchair driving training, providing a safe, immersive environment where users can practise without risk of injury and at their own pace. The project follows an Action Research methodology, in collaboration with the Associação de Paralisia Cerebral de Braga. It is developed in the Unity game engine and supports virtual reality headsets and desktop input devices. In contrast to existing solutions, the proposed simulator is natively developed in Portuguese, freely available to the partner rehabilitation institution and organised around a progressive curriculum of ten indoor and outdoor training levels, complemented by a freestyle mode and gamification mechanics to sustain motivation. The system has been integrated with the Meta Quest 3 headset, running at a stable frame rate for smooth, responsive interaction while avoiding factors that may induce cybersickness. The system also records each patient’s session history to support progress tracking across sessions. The current prototype is fully functional, with indoor and outdoor navigation, the driving model, collision detection, multimodal feedback and session recording implemented and validated through engineering testing. The goal is to contribute to safer and more autonomous mobility for people with motor disabilities.

Artificial reefs featuring different shapes and functions have been deployed around the world, causing impacts on marine ecosystems. However, the approaches typically used to deliver topological complexity, flexibility and expanding requirements to prospective structures during the initial design stages are not well established. The aim of this study was to highlight the advantages and provide evidence on how modularity and parametric design can holistically leverage the performance of multifunctional artificial reefs (MFARs). In particular, the goal was to develop a parametric design for MFAR and establish a direct relationship between specific design parameters and the MFAR target functions or design requirements. The idea of implementing the parametric design for generating the initial biomimetic geometry of the individual modular unit was explored. Furthermore, possible ways of manipulating the geometric parameters of the individual module and the whole assembly were proposed. The findings suggest that, by adopting the developed procedure and the examples studied, several functions may be reached within a single assembly: the promotion of marine biodiversity restoration, the support of scientific platforms with various sensors, as well as the development of recreational diving and of touristic attraction areas. Acquired knowledge suggests that the concept of a nature-like design approach was developed for artificial reefs with varying scales, complexity and functions, which widens the range of possibilities of how smart design of human-made underwater structures may contribute to benefiting the near shore ecosystems.

Objectives: There is a growing interest in mindfulness-based programs. Yet, research in the area is limited, and little is known about the factors that moderate the effects of these programs. The two-fold aim of this study was (1) to examine the effects of a mindfulness-based program on dispositional mindfulness, inattention and emotional lability, handwriting fluency, spelling accuracy, and composing quality, as well as school achievement; and (2) to evaluate the moderating role of lesson absences, intervention-related knowledge, and social validity. Method: Using a quasi-experimental design, 257 fourth graders were assigned to an experimental group receiving a mindfulness-based program (n = 130) or an active control group receiving a health-based program (n = 127). Both programs were implemented in the classroom for 8 weekly units, which included two 30-min sessions delivered by psychologists, followed by three 5-min sessions delivered by teachers. All children were evaluated before and after the programs. Results: Compared to the control condition, the mindfulness-based program resulted in higher levels of internal and external awareness, and decentering and nonreactivity, as well as better composing quality and mathematics grades. Lesson absences, intervention-related knowledge, and social validity did not moderate the effects of the mindfulness-based program. Conclusions: These findings support the integration of mindfulness practices in primary school as a means to improve children’s academic-related skills and ability to be mindful.

Objectives Research into the effectiveness of mindfulness-based programs (MBPs) in school settings has grown substantially. However, studies in the field are still scarce, present methodological limitations, and fail to examine how children’s characteristics influence MBPs’ effects. The twofold aim of this study was to analyze the effectiveness of an MBP on children’s attention and emotional regulation, writing performance, and school grades, and to evaluate the moderating role of baseline scores, age, gender, and socioeconomic status. Methods Fifty-seven third graders received the MBP (n = 28) or a health-based program (n = 29), which is the active control group, for 8 weeks. In each week, both programs were composed of two 30-min sessions delivered by psychologists and three 5-min sessions delivered by teachers. Before and after the implementation of the programs, we assessed teacher-rated children’s attention and emotional regulation, performance-based attention networks (alerting, orienting, and conflict monitoring), writing performance (handwriting fluency, spelling, and text quality), and school grades in Portuguese, Mathematics, and Social Studies. Results Compared to the control group, after the program, the mindfulness group displayed higher teacher-rated attention and emotional regulation, as well as better Portuguese, Mathematics, and Social Studies grades. Emotional regulation and alerting baseline scores as well as age were found to moderate the MBP’s effects. Conclusions These findings provide preliminary evidence on the effectiveness of a MBP on children’s behavior and school grades. This means that students may benefit from the integration of mindfulness practices into the educational setting as a complement to the school curriculum.