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The large variety of students in a class makes the teaching task complex, making it difficult for the teacher to personalise learning to each student. Since students should be at the centre of the educational process, it is necessary to know them better, so this study aims to explore the possibilities of using a camera for emotion recognition (ER) with a view to the potential use of this information to improve the teaching-learning process. To accomplish the aim it is previously necessary to develop and apply code capable of detecting faces, ER and transfer this data into a database for further analysis, which consists of establishing the first approximations to the relationship between students' emotions and other conditions (subject, time of day, academic performance). By monitoring the emotional state of students, if used properly, can improve educational processes, such as the teacher's decision-making in the classroom, as well as optimise attention to students, adjusting their methodology or focusing on a specific student.

The advent of the Fourth Industrial Revolution is introducing developments in Artificial Intelligence, Internet of Things, and other technologies in different sectors of our society, including education. This reality leads to a paradigm shift in which web-based cyber-physical environments will shape future learning environments. Thus, learning becomes ubiquitous, and schools assume new roles with systemic changes in communication, administration and management, becoming learning organisations. The use of technologies aligned with pedagogical strategies and new methodologies must lead to more-personalised systems. In this article, a comprehensive definition of smart schools is proposed. Smart schools must be endowed with integral management systems, inclusive, sustainable, and adopt new learning methodologies and advances from Industry 4.0 in an efficient way. Despite this conception and because research, government policies and business projects are not always in line with research, there is a need for deeper knowledge of how schools are approaching their upcoming transformation. To illuminate this purpose, in this study 37 principals from primary and secondary schools in Catalonia were interviewed. Thematic analysis focusing on technological and pedagogical innovations, management systems, inclusion, and sustainability identified some analogies with related research, pointing out that schools are far from implementing advanced technologies. Inclusion is the most-respected element thanks to the existing government regulation. Sustainability is hardly considered because of a lack of economic resources, but several schools consider themselves green schools and exhibit environmental practices. Conclusions are drawn to show that, although schools are not yet prepared to cope with the Fourth Industrial Revolution, its impact relies on the technology’s level of maturity and ease of use, as well as stakeholders as policymakers.

This paper provides theoretical reflections and recommendations for implementing smart learning spaces in schools. Learning resource networks are enlarging students’ opportunities for exploring alternative formal, non-formal and informal education, in physical and virtual learning spaces, inside and outside traditional classrooms. Smart Pedagogy needs to include a shared conceptual understanding of what is knowledge and what is learning, and a deeper theoretical consideration of how humans learn, how they think, and why they interact. It should offer practical proposals around who should teach in a hybrid human–machine society, for what purpose, and why. Smart classrooms will be made up of several smart learning spaces, eventually employing some type of artificial intelligence. Such platforms will require a well-conceived pedagogical framework, and the integration of such artificial intelligence tools with other tools in the pedagogical matrix. They must be ethically developed to offer both personalised self-access, and interconnections that facilitate interaction with other students. Information 4.0 is a communicational framework that provides a useful basis to extend into elements of a holistic smart pedagogy that is a necessary precondition for implementing smart learning spaces.

Most countries around the world have temporarily closed educational institutions with the aim of containing the spread of the Covid-19 pandemic. How have schools overcome these challenges and deliv...

espanolEl presente trabajo trata de responder a la necesidad de poder evaluar las habilidades docentes en el uso de la pizarra digital interactiva (PDI) creando una nueva herramienta: la rubrica. La PDI es ya una realidad emergente en las aulas y por este motivo resulta importante evaluar si los maestros que la emplean tienen adquiridas suficientes habilidades para utilizarla y para crear los recursos necesarios para trabajar con ella. La investigacion ha sido realizada mediante la metodologia Educational Design Research, que marcara los pasos a seguir durante el proceso. La confeccion de la rubrica consta de diferentes fases y los resultados obtenidos demuestran que cumple el objetivo por el que ha sido creada: evaluar de forma completa y ajustada el uso docente de la PDI y la creacion de recursos para dicho tipo de aparatos tecnologicos. EnglishThis project attempts to address the need to assess teaching skills in the use of interactive whiteboards (IWBs) through the creation of a new tool: a rubric. IWBs are already an emerging reality in the classroom. For this reason, it is of interest to determine if teachers have acquired the necessary skills to use IWBs and create IWB resources. Educational design research methodology is used to mark the steps in the process. The rubric was developed in different phases. The results show that the rubric fulfills the purpose for which it was created: to fully and properly assess the educational use of IWBs and the creation of IWB resources. catalaAquest treball tracta de respondre la necessitat de poder avaluar les habilitats docents en l’us de la pissarra digital interactiva (PDI) creant una nova eina: la rubrica. La PDI es ja una realitat emergent a les aules i per aquest motiu cal avaluar si els mestres que l’empren tenen adquirides prou habilitats per utilitzar-la i per crear els recursos que calguin per treballar-hi. La investigacio ha estat realitzada seguint la metodologia Educational Design Research, que marcara els passos que seguirem durant el proces. La confeccio de la rubrica consta de diferents fases i els resultats obtinguts demostren que compleix l’objectiu pel qual ha estat creada: avaluar de forma completa i acurada l’us docent de la PDI i la creacio de recursos per a aquest tipus d’eina.

Este estudio parte del objetivo de evaluar el proyecto Go-Lab en clave de espacio virtual de aprendizaje. La necesidad de aprender ciencia de una forma más aplicada y manipulativa se enfrenta al alto coste de los laboratorios. En este sentido Go-Lab proporciona acceso a laboratorios en línea para enriquecer la experiencia formativa. En el presente trabajo se ha utilizado una metodología mixta con un diseño secuencial explicativo que ha permitido realizar una evaluación de este espacio virtual de aprendizaje. Por un lado, se ha utilizado un cuestionario con una muestra de 34 usuarios avanzados de Go-Lab que evalúan la plataforma a partir de las características de un espacio virtual de aprendizaje y, por otro lado, un grupo focal, como técnica cualitativa, con un equipo de 8expertos en espacios virtuales de aprendizaje que han evaluado Go-Lab desde una perspectiva técnica. Se contrastan los resultados cualitativos y cuantitativos para concluir que Go-Lab cumple algunos de los requisitos para ser considerado un espacio virtual de aprendizaje inteligente, si bien, considerando las posibilidades tecnológicas actuales, tiene ciertas carencias para adaptarse mejor a diferentes tipos de alumnos, brindar nuevos enfoques de aprendizaje colaborativo y dar mejores soluciones al aprendizaje móvil multiplataforma. Aquest estudi es basa en l'objectiu d'avaluar Go-Lab en termes d'espai d'aprenentatge virtual. La necessitat d'aprendre ciència d'una manera més aplicada i manipulativa s'enfronta a l'alt cost dels laboratoris. En aquest sentit Go-Lab proporciona accés a laboratoris en línia per enriquir l'experiència formativa. En el present treball s'ha utilitzat una metodologia mixta amb un disseny seqüencial explicatiu que ha permès realitzar una avaluació d'aquest espai d'aprenentatge virtual. D'una banda, s'ha utilitzat un qüestionari amb una mostra de 34 usuaris avançats de Go-Lab que avaluen aquesta plataforma en funció de les característiques d'un espai d'aprenentatge virtual. D'altra banda, un grup focal, com atècnica qualitativa, amb un equip de 8 experts en espais d'aprenentatge virtual que han avaluat l'entorn de Go-Lab des d'una perspectiva més tècnica. Es contrasten els resultats qualitatius i quantitatius per concloure que Go-Lab compleix alguns dels requisits per ser considerat un espai d'aprenentatge virtual intel·ligent, tot i que, tenint en compte les possibilitats tecnològiques actuals, pateix certes mancances per adaptar-se millor als diferents tipus d'alumnes, permetre nous enfocaments d'aprenentatge col·laboratiu i oferir millors solucions per a l'aprenentatge mòbil multiplataforma. The aim of this study was to evaluate Go-Lab as a virtual learning space. For this purpose, a mixed methodology with an explanatory sequential design was used. On the one hand, a questionnaire was administered to a sample of 34 advanced Go-Lab users to evaluate the platform based on the characteristics of a virtual learning space. On the other hand, a focus group of eight experts in virtual learning spaces was used as a qualitative technique to assess the Go-Lab environment from a more technical perspective. A comparison of the qualitative and quantitative results showed that Go-Lab meets some of the requirements to be considered an intelligent virtual learning space, although it has certain shortcomings given the current potential of technologies to better adapt to different types of students, support new approaches to collaborative learning and provide more effective solutions to multiplatform mobile learning.

espanolLa metodologia Flipped Classroom (FC) ha ido ganado protagonismo a lo largo de los ultimos anos en las distintas etapas de escolarizacion. Una muestra de ello es el numero creciente de articulos sobre la FC que se puede encontrar en las revistas cientificas. El objetivo de esta investigacion es analizar la produccion cientifica sobre la FC en el area de la ensenanza de las matematicas, para comprobar su efecto en los estudiantes. Se han determinado 5 variables de analisis: el rendimiento academico, la autopercepcion de los estudiantes, el rol adquirido por los estudiantes, la interaccion social y las actitudes hacia las clases de matematicas. Las bases de datos internacionales consultadas para llevar a cabo la revision sistematica fueron Scopus y Web Of Science(WoS), donde se obtuvieron 215 y 198 documentos respectivamente; habiendo fijado el periodo de tiempo de la busqueda entre 2010 y 2020. Despues de las exclusiones quedaron 86 articulos que comprenden a 20.027 estudiantes fueron sometidos a nuestro meta-analisis. Los resultados muestran que la utilizacion de la FC favorece el aprendizaje de las matematicas en distintos aspectos como son el rendimiento academico, la participacion activa, la motivacion, el interes y la interaccion entre alumnos y entre alumnos y docente. EnglishThe Flipped Classroom (FC) methodology has been gaining prominence in recent years in the various stages of schooling. An example of this is the growing number of articles about FC that can be found in scientific journals. The objective of this research is to analyze the scientific production about FC in the area of mathematics teaching. Five variables of analysis have been determined: academic performance, students' self-perception, the role acquired by students, social interaction and attitudes towards mathematics classes. The international databases consulted to carry out the systematic review were Scopus and Web Of Science (WoS), where 215 and 198 documents were obtained respectively; having set the time period of the search between 2010 and 2020. After exclusions, 86 articles comprising 20,027 students were submitted to our meta-analysis. The analysis of the different papers seems to indicate that the use of FC favors the learning of mathematics in different aspects such as academic performance, active participation, motivation, interest and interaction among students and between students and teachers.

Los conservatorios de música españoles han tenido que cerrar sus edificios con el objetivo de contener la propagación de la pandemia COVID-19. Los docentes de estos conservatorios han adoptado medidas para continuar con la enseñanza de forma remota utilizando recursos tecnológicos. El objetivo de esta investigación es analizar cómo los profesores de conservatorios españoles adaptaron los procesos de enseñanza y aprendizaje durante el cierre causado por la pandemia COVID-19 y revisar el potencial para cambiar el futuro de la educación musical. Este estudio se ha realizado mediante entrevistas a 36 docentes en activo de conservatorios de todas las comunidades autónomas de España. Los hallazgos muestran las dificultadas la enseñanza durante el confinamiento, la complejidad para virtualizar asignaturas de práctica instrumental, que esta se ha realizado en parte con recursos de los profesores, y que la competencia digital de los docentes genera comentarios diversos. Se evidencia la poca convicción sobre que los cambios realizados durante el confinamiento modifiquen aspectos tradicionales en la forma de enseñar ya que se muestran firmes defensores de la presencialidad.

This study examined an integrated model of behavioral intentions toward historic house museums, through the simultaneous relation- ships among visitors’perceptions of the historic house museum, crowd- ing, interactions with employees, emotions about their visit, intention to revisit the museum and recommend it to others, and the modera- tor effect of price fairness. Seven hundred thirty-six visitors were sur- veyed after visiting LaPedrera and CasaBatlló , the historic house muse- ums of the architect Antoni Gaudí in Barcelona. The results from a struc- tural equation model indicate that visitors’ perception of the historic house museum (i.e., their appreciation of the houses’ architecture, aes- thetic quality, artistic work, and accessibility), visitors’ positive interac- tions with employees, and low levels of crowding are antecedents of positive emotions, and visitors’positive emotions about their visit are a predictor of intentions to revisit and recommend the museum to oth- ers. In addition, price fairness was tested as a moderator effect using multigroup analysis. This analysis consists of comparing two subsam- ples of visitors, which were selected according to whether they believe the admission price is fair or unfair. The effect between perceptions of the historic house museum and positive emotions, and the effect of pos- itive emotions on behavioral intentions is greater for visitors who found the price fair than for those who found the price unfair. The results lead to recommendations for cultural heritage managers.

The objective of this study is to analyse the moderating effects of gender and education on users’ loyalty to the website of an airline. We provide a tested model for greater understanding the effects of gender and education on the loyalty of experienced users in utilitarian purchasers of airline’s website. The results reveal that website quality, e- satisfaction, e-trust and affective e-loyalty are antecedents of conative e-loyalty in loyalty relationships between passengers and airline websites, as well as the importance of university education in the configuration of loyalty to the website. Consumers with university education are found to be more likely to purchase through the websites of airline companies than those without. Also, according to the most recent literature, the moderating effect of gender has been found non-significant in most of the causal relationships presented in the model studied.

This paper presents results of a focus group that gathered data from principals of several public schools in Catalonia regarding the educational impact of Industry 4.0 technologies. Conclusions and recommendations are drawn from qualitative analysis with a view to improving smart classrooms via educational innovation. Results show that the schools see development and implementation of technology leveraging Industry 4.0 as necessary for future classrooms, always based on knowledge and pedagogical principles. Furniture, lighting, acoustics, and air quality are parameters that need to be adjusted in a smart classroom. Technologies such as internet of things, artificial intelligence, and big data make it possible to automate these adjustments, with a risk that the economic cost of such developments could create a gap between schools. Further research in other contexts or countries could report slightly different results. Nevertheless, this paper offers a qualified perspective from school principals about what industry should work on in order to develop smart classrooms, and why.

The Flipped classroom (FC) model has come into widespread use in recent years. However, there are few studies showing the improvement of academic results with the implementation of this model, particularly in the field of Physical Education and, even more specifically, in Primary Education. The main goal of this research, which is focused on the third cycle of Primary Education (fifth and sixth grades), is to compare the results of a didactic proposal for the teaching of Korfball via an FC model with those of another group (control). Data were collected with three instruments and at three points in the academic term. Results show significant differences in Korfball performance and, more specifically, in the rules and the application of game strategy during game play, when students with FC scored higher. In terms of gender, Korfball seems to minimize the differences in the results of assessment between boys and girls. This study could be useful for teachers wishing to implement new proposals in the Physical Education classroom and, additionally, for researchers interested in studying of the benefits of FC and the application of Korfball in Primary Education.