Abstract
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.

Abstract
Chairing online Master Programmes requires constant monitoring and decision-making, amidst diversified data and ongoing processes. If misunderstood or misinterpreted, poor decisions may result, as well as lost opportunities to support enrolled students. Decision-making can be supported by dashboards, but there are few prototypes which underwent limited evaluation. We focus on identifying and prototyping efficient visualisation and interaction methods for such a dashboard, to offer online Master Program chairs opportunities for better analysis and decision-making. Design science research was conducted: evaluate and revise an existing prototype; evaluate the revised prototype with master program chairs; design, implementation, and evaluation of a final prototype, again involving master program chairs. The final prototype dashboard provides a way for Master Program chairs to visualize and interact with Master Program data, to support improved analysis of information and quick identification of problems, towards better decision-making.;A coordenação de cursos de mestrado online requer constante acompanhamento e tomada de decisões, com dados diversificados e processos em curso. Se mal interpretados, podem advir decisões inadequadas ou perderem-se oportunidades de apoiar os alunos do curso. Existem painéis de instrumentos de apoio, mas poucos protótipos, carentes de avaliação aprofundada. Focámo-nos na identificação e prototipagem de métodos de visualização e interação para um destes painéis, visando proporcionar aos coordenadores de cursos de mestrado online oportunidades para melhor tomada de decisão. Conduzimos iterações de investigação por ciência da conceção: avaliação e reformulação de protótipo existente; avaliação do protótipo revisto por coordenadores de cursos de mestrado; conceção, implementação e avaliação de protótipo final, novamente envolvendo coordenadores de cursos. O protótipo final constitui uma forma de coordenadores de curso visualizarem e interagirem com os dados do curso, apoiando melhor análise e rápida identificação de problemas, visando melhor tomada de decisões.

Abstract
Assessment and tracking of activities in non-traditional contexts, such as immersive environments, is a complex and timeconsuming process for instructors. This limits the widespread adoption of immersive environments, since the consequences of those constraints are lack of awareness for orchestration of learning, and lack of elements for assessment. The Inven!RA architecture proposes tackling this problem by collecting status and outcome analytics from multiple immersive activities into a single learning plan, where they are mapped to learning objectives. This enables the creation of learning dashboards for instructors and students, to support their awareness and assessment, enabling learning orchestration and self-regulation of learning. We present an implementation of the Inven!RA architecture in a platform linked to a remote computer networking laboratory, exemplifying how the architecture can achieve its purported goals.

Abstract
The Open Laboratory of Interdisciplinary Experimentation (LAEI) had its 1st edition as UC "lnovPed" in the academic year 2018/2019, resulting from a proposal presented by professors from the Faculty of Arts, Faculty of Engineering and collaborators of the U. Porto. Imp1ementing the U.OpenLah concept and involving students from different degrees and scientific areas, LAEI has sought to develop basic skills and added value in creating digital experiences. Through theoretical exposition and an experimentation exercise in the field of digital content production or technologies for innovative digital content, creativity and project management, students share and implement the concepts and competences learned, including those of the scientific area of origin.

Abstract

Internet-based interventions can be effective in the treatment of depression. However, internet-based interventions for older adults with depression are scarce and little is known about their feasibility and effectiveness.

Abstract
Objective/background: To describe and characterize insomnia symptoms and nightmare profiles in Portugal during the first six weeks of a national lockdown due to COVID-19. Patients/methods: An open cohort study was conducted to collect information of the general population during the first wave of SARS-CoV-2/COVID-19 pandemic in Portugal. We analyzed data from 5011 participants (>= 16 years) who answered a weekly questionnaire about their well-being. Two questions about the frequency of insomnia and nightmares about COVID-19 were consecutively applied during six weeks (March-May 2020). Latent class analysis was conducted and different insomnia and nightmare profiles were identified. Associations between individual characteristics and both profiles were estimated using odds ratios (ORs) and 95% confidence intervals (CI). Results: Five insomnia (No insomnia, Stable-mild, Decreasing-moderate, Stable-severe, Increasing-severe) and three nightmares profiles (Stable-mild, Stable-moderate, Stable-severe) were identified. Being female, younger, perceiving their income as insufficient and feelings of fear towards COVID-19 were associated with higher odds of insomnia (Women: OR = 6.98 95%CI: 4.18-11.64; >= 60 years: OR = 0.30 95%CI: 0.18-0.53; Insufficient income: adjusted OR (aOR) = 8.413 95% CI: 3.93-16.84; Often presenting fear of being infected with SARS-CoV-2 infection: aOR = 9.13 95%CI: 6.36-13.11), and nightmares (Women: OR = 2.60 95%CI: 1.74-3.86; >= 60 years: OR = 0.45 95%CI: 0.28-0.74; Insufficient income: aOR = 2.60 95%CI: 1.20e5.20; Often/almost always presenting fear of being infected with SARS-CoV-2 infection: aOR = 6.62 95%CI: 5.01-8.74). Having a diagnosis of SARS-CoV-2 virus infection was associated with worse patterns of nightmares about the pandemic. Conclusions: Social and psychological individual factors are important characteristics to consider in the developmentof therapeutic strategies to supportpeoplewithsleep problems during the COVID-19 pandemic.