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The term ”Artificial Intelligence” was coined in 1956 at a conference at Dartmouth College and since then it has undergone constant development and has evolved radically. Prominent pioneers of the term include John McCarthy, Marvin Minsky, Allen Newell, and Herbert A. Simon. The application of AI in education worldwide has increased dramatically with its importance growing at an increasing rate. The objective of this research is to bibliometrically analyze applications of AI in contemporary education. The methodology includes a Prisma of the articles of three fundamental databases: Scopus (n=390), Mendeley (n=113), and Science Direct (n=3,594). A total of n=4,097 articles in English and Spanish were analyzed. The systematic literature review of recent works employed a mixed approach using quantitative and qualitative methods. It was inferred by the authors that AI is revolutionizing education by offering personalized and efficient solutions to improve students’ learning. One of the main conclusions of this research is that in contemporary education, students are one of the groups that are most affected by AI. Furthermore, the human intelligence of teachers plays a fundamental role since they adapt their methodologies to leverage new technologies. Finally, it is worth noting that decisions made in schools and universities support new educational models based on technology. [ABSTRACT FROM AUTHOR]

This study aims to present the extent to which online education influenced the level of empathy displayed by university students. The research relies on a self-evaluated applied survey in two European countries: Portugal and Romania. The participants in this research are 1,085 students enrolled in Communication Studies programs. The purpose of this study is to unfold the connection between gender, exposure to digital technology, empathy level according to the Basic Empathy Scale applied to young adults, and online education self-perception that involves the use of webcams. Empathy can have positive effects on students’ satisfaction and increase students’ outcomes. The shift from a physical environment to a digital one brought significant challenges that most students and teachers were not ready for. The digital environment influences how empathy is expressed. The present research found evidence of a relationship between exposure to technology usage, emotional contagion, and gender. This suggests that understanding the emotions of others might be inhibited during digital education. Also, the most relevant factor of empathy variation in online education is gender. The findings of the present research may contribute to the design of activities or programs that could foster empathy expression during online education for young adults. [ABSTRACT FROM AUTHOR]

Social media can contribute to an inclusive society, but they are also asymmetrical and polarised communication spaces. This requires competent teachers to build critical digital citizenship. The aim of this article is twofold: to present Web Scraping and Text Analytics as tools that define teachers’ digital competences, and to investigate which posts on Twitter and Instagram are most viral in relation to education, disability and inclusion. A total of 48,991 publications in Spanish and English were analysed, corresponding to the period from 13 October 2021 to 1 May 2022. The 100 most viral posts were selected, and correlations were identified between the sentiment, gender and influence associated with the content, its temporal and geographic space. The results show that economic and political influence groups are the most viral, relegating non-profit organisations or individuals with altruistic outreach to second place; only on international days is this trend reversed. Bots do not interfere to impose messages; it is artificial intelligence algorithms that overshadow vindictive and humanistic content. The most influential people are predominantly male, associated with institutional accounts in the political sphere. It is concluded that Big Data and Business Intelligence tools help teachers to analyse relevant educational and social issues, and to acquire a collective ethic in the face of new educational challenges. [ABSTRACT FROM AUTHOR]

This article analyses and reflects on the ethical aspects of using artificial intelligence (AI) systems in educational contexts. On the one hand, the impact of AI in the field of education is addressed from the perspective of the Sustainable Development Goals (specifically, SDG4) of the UNESCO 2030 Agenda, describing the opportunities for its use by teachers and students. On the other hand, there is an emphasis on the uncertainties caused by the fears of some who think, for example, that AI robots will replace human teachers. The methodology used is based on a documentary review, supported by reports and studies conducted by researchers as well as institutions and organizations committed to the development of AI and its capacity for action in the educational field, and the ethical questions that experts and organizations around the world are raising. The results seek to influence and deepen the ethical implications that AI can have in the educational field. Finally, some critical questions about the ethics and challenges of AI in education are proposed, concluding with the need to add proposals with new research and political actions which could lead to the creation of an ethical observatory of AI for education. [ABSTRACT FROM AUTHOR]

There is an increasing interest and growing practice in Citizen Science (CS) that goes along with the usage of websites for communication as well as for capturing and processing data and materials. From an educational perspective, it is expected that by integrating information about CS in a formal educational setting, it will inspire teachers to create learning activities. This is an interesting case for using bots to automate the process of data extraction from online CS platforms to better understand its use in educational contexts. Although this information is publicly available, it has to follow GDPR rules. This paper aims to explain (1) how CS communicates and is promoted on websites, (2) how web scraping methods and anonymization techniques have been designed, developed and applied to collect information from online sources and (3) how these data could be used for educational purposes. After the analysis of 72 websites, some of the results obtained show that only 24.8% includes detailed information about the CS project and 48.61% includes information about educational purposes or materials. [ABSTRACT FROM AUTHOR]

This paper brings together studies on the future and design methodologies to develop a novel proposal for prospective analysis in the field of education. We apply mixed research methods in combination with design methodologies to open up new routes for studying the evolution, impact and behaviour of trends in future scenarios. Our research is based on an analysis of qualitative data from secondary sources and interviews with experts, which we transform into quantitative data using fuzzy logic models applied to uncontrolled Internet data environments. Our goal is to verify the validity of the DEFLEXOR method, which addresses the need to identify educational opportunities based on future scenarios defined using megatrends detected in various fields. Our conclusions highlight that combining qualitative and quantitative approaches with the methodological principles of design thinking, together with automated calculations arising from creative reflection by experts, constitutes a powerful methodology for developing specific prospective studies. [ABSTRACT FROM AUTHOR]

Reading is essential for learning in education. However, the digital revolution has transformed the ways to encourage reading and learning about books. People who generate and share content about books on social networks are the so-called booktokers, influencers on TikTbk who have become an emerging phenomenon in this connected society. However, there is scarce research that studies them in depth. Therefore, it is crucial to explore booktokers to understand them better and to assess why they accept and use technologies to generate and share content about books on TikTbk. This paper intends to explore the acceptance and use of TikTbk to generate and share content about books on this social network as a booktoker. For this, a qualitative methodology of semi-structured interviews with thirteen Latin American booktokers was used. The analysis was developed through a thematic analysis based on the UTAUT2 theory to explain the findings. The results indicated the categories: performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, habit, price value, and a new identified category related to the generation of community and networks. This study constitutes one of the pioneering works in the exploration of the booktoker phenomenon. [ABSTRACT FROM AUTHOR]

Daily media use by an entire generation shows the distance that exists between the reality experienced by young people and the institutions responsible for their education. Formal education is still closely linked to the passive role of literary receivers, ignoring the potential of connected communication for student empowerment. At the same time, there is a growing interest in education from the professional media field. We have called this line of force the com-educational vector. In this study, we aim to describe the potential of a com-educational perspective to favor the empowerment of young people. The implemented methodology combines a chained articulation involving the analysis of multimodal discourse of com-educational platforms with interviews with privileged observers. The results show that the implementation of digital creation can be used for the construction of identity, interaction and socialization of students through emotion, empathy and the capacity for transformation. It enables the establishment of nodes between concepts, relational understanding, meaningful reconstruction and appropriation. It is concluded that, under this proposal, formal education institutions could move from a reactive model to a prospective model, revising the codes of emission and reception, and proposing meanings from creative action and feedback with the community. [ABSTRACT FROM AUTHOR]

Digital technology has provided users with new connections that have reset our understanding of social architectures. As a reaction to Artificial Intelligence (AI) and Big Data, the educational field has rearranged its structure to consider human and non-human stakeholders and their actions on digital platforms. In light of this increasingly complex scenario, this proposal aims to present definitions and discussions about AI and Big Data from the academic field or published by international organizations. The study of AI and Big Data goes beyond the search for mere computational power and instead focuses upon less difficult (yet perhaps more complex) areas of the study social impacts in Education. This research suggests an analysis of education through 21st century skills and the impact of AI development in the age of platforms, undergoing three methodological considerations: research, application and evaluation. To accomplish the research, we relied upon systematic reviews, bibliographic research and quality analyses conducted within case studies to compose a position paper that sheds light on how AI and Big Data work and on what level they can be applied in the field of education. Our goal is to offer a triangular analysis under a multimodal approach to better understand the interface between education and new technological prospects, taking into consideration qualitative and quantitative procedures. [ABSTRACT FROM AUTHOR]

In the field of education research, mixed methods have traditionally referred to the combination of quantitative and qualitative data that brings us closer to 'reality'. However, recent literature on social and educational studies has increasingly incorporated works that integrate digital technologies and mixed methods. This novelty provides an opportunity to re-examine original contributions in the field, particularly in relation to educational innovation. Therefore, the objective of this article is to analyze the characteristics and the trends of new contributions from researchers in education. To achieve this, we carried out a systematic literature review (SLR) of 311 articles published from January 2010 to January 2020 in the Web of Science (WoS) and Scopus databases. We worked with nine questions that explored three key themes: characteristics, technologies and designs within the realm of educational innovation. The validation for this analysis was achieved using a criterion adopted by scholars at York University, which incorporates: inclusion and exclusion, relevance and description of data, as well as peer review in the analysis. Our findings indicate that networks of co-terms, identification of educational innovations and the types of designs -currently applied in educational innovation- as well as the adoption of a mixed-method approach seem to be much better suited to underpin the required combination of strategies and processes that are interwoven in order to address the complexity of the education phenomenon in our times. [ABSTRACT FROM AUTHOR]

Sexting is among the practices used by young people to explore their sexuality. Although an educational response to all facets of this phenomenon is recommended, little research has been published to date in Spain that analyses its prevalence by differentiating between the different types of sexting behaviours: sending, receiving, third-party forwarding, and receiving via an intermediary. This gap in the research is addressed by exploring: 1) Sexting prevalence, differentiating between behaviours; 2) Relationships between sexting behaviours and gender, age, sexual orientation, having a romantiq/sexual partner, social networking sites used, and the degree of normalisation and willingness to sext; 3) Gender-based differences. In total, 3,314 adolescents aged 12 to 16 years participated in the study. The most frequent sexting behaviours were identified as receiving and receiving via an intermediary, followed by third-party forwarding and the sending of sexual content. The relative importance of each analysed variable depended on the specific sexting behaviour and the participants' gender. The results highlight the need to analyse the diversity behind sexting behaviours and to address each one in an educational setting. This more detailed look at the different behaviours can be used as the basis for raising awareness and decision-making in education. [ABSTRACT FROM AUTHOR]

Many Nowadays, digital teaching competence transcends the individual training of teachers in ICT. The European framework DigCompEdu, highlights that teachers must train students in the application of digital technologies in a critical and responsible way, in terms of information, communication, content generation, wellbeing and problem solving. Despite the good intentions to systematize a common model of development of digital competence, it is detected that the proposals lack a pedagogical approach that serves as a theoretical framework for them. This paper proposes a development model of the digital teaching competence based on the sociocultural approach through four constructs: Command, Preference, Reintegration and Appropriation. For this study, an ad hoc scale is created to record the digital teaching competence through the development of this in their students and empirical evidences are provided. A survey type design is proposed. The sample consists of 1,881 students of compulsory education in Andalusia (Spain). SPSS is used to analyse data. The average general results for each of the dimensions studied reveal a medium level of development of digital competence. It is concluded that there is still too much to be done in terms of teacher training in ICT, being necessary to provide them strategies for the development of this in their students. [ABSTRACT FROM AUTHOR]

Howard Gardner revolutionized the concept of intelligence with his Multiple Intelligences Theory. His vision was widely supported by the educational community, which considers different forms of learning and accessing knowledge. Despite its impact, there is still a lack of development of tools that can easily, practically and reliably evaluate multiple intelligences. This work describes the design, development, and piloting of TOl (Tree of Intelligences) software, a digital tool to evaluate multiple intelligences and perform interventions through video games. The aim of the study is to present the design of the TOl software and test its operation, analysing the distribution of the results game by game and checking whether there are differences according to gender or school year. A total of 372 primary school students participated, aged 5 to 9 years old (M=7.04, SD=.871), from three schools in Asturias and Madrid. The results show that 9 out of 10 games had a normal distribution and that there were no gender differences in most games, but there were differences in relation to the school year. We concluded that due to its operation and design TOl software has the potential be a suitable instrument for the evaluation and intervention of multiple intelligences. [ABSTRACT FROM AUTHOR]