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This article shows the result of an international project from the European Commission, and it aimed to analyse 30 cases of effective European entities in the field of adult education, from Poland, Spain, Finland and Italy. The objective was to collect the best strategies that generate good employment and social inclusion results. The research analyses the methodologies of official educational corporations, such as vocational training centres and schools for adults; and for the first time, the research addresses the training carried out by companies. The methodology focuses on case studies, using the observation list as the main instrument. The sample is an intentional selection of entities with important training activities in different industrial sectors and positively impacting employment. The findings highlight relevant strategies, such as the importance of the educational scenario, the development of new personal and social skills, a flexible, individualised, and attractive approach in the teaching scope, and the importance of practical learning. Among the findings, new training paths are observed within the labour context, with innovative and revolutionary practices for the traditional school. The results also impact teacher training and education science faculties, that can incorporate new educational methodologies, with proven success in the labour market.

The main objective of this research is to determine the perception of teachers about the elements that increases the educational effectiveness of gamified apps in primary education. A methodology based on an importance-performance analysis was developed, using a structural equations model to calculate the degree of importance of each variable. The sample was formed of 212 Spanish teachers with experience using educational apps in the teaching-learning process. Six categories were identified as precursors of educational effectiveness: (1) curriculum connection, (2) feedback and operational experience, (3) assessment and learning analytics, (4) sustainability (Protection Personal data), (5) equal access and (6) flow. These six categories enhance the three traditional areas of gamification intervention: cognitive, emotional and social. In this sense, the design and adoption of an educational gamified app should: (1) establish a clear link between the game and curricular content and competence development; (2) promote self-regulated learning through individual and collaborative activities; (3) offer adapted learning by integrating differentiated personalized learning pathways; (4) integrate learning analytics that can be consulted by teacher, student and family; (5) comply with data protection regulation and promote a safe, sustainable and ethical use of the information generated; (6) take into account different levels of functional diversity. When the gamified app design incorporates these attributes, primary education teachers perceive that such resources can be integrated effectively into the teaching-learning processes.

The deep penetration and global impact of mobile devices has led the scientific community to undertake a thorough analysis of the implications of this phenomenon. Researchers need to determine their true real effect and how they can best be used to manage information and build knowledge. This study has examined recent investigations on the subject of mobile learning and carried out a descriptive analysis of a sample of registers indexed on the Web of Science research platform in 2015-16. An exhaustive content analysis has revealed new areas where M-Learning is being implemented, especially in the teaching of foreign languages, the emergence of social interaction methodologies in Secondary Education, evolving forms of collaborative relationships, work with clearly defined student profiles and the use of virtual immersive and innovative spaces in Higher Education. This paper also emphasizes the presence of previously unknown, transcendent problems associated with M-learning, such as the collateral addiction effect, and its interference in the classroom. Finally, our study suggests that teachers could embrace these technological proposals and include them in their strategies. Indeed, it might be necessary to flip the process, so this research could be the start of the generation and design of innovative guidelines to manage these forms and content.

Atomic/molecular visualization for human sight is usually generated by a software that reproduces a 3D reality on a 2D screen. Although Virtual Reality (VR) software was originally developed for the gaming industry, now it is used in academia for chemistry teaching. This work reviews the scientific literature on 3D visualization in stereoscopic vision, the VR. VR has the capability to simulate reality since we do not observe these real particles, but it reproduces their shapes and movements digitally. The aim of this study is to present the applications of this technology and to show the function of VR in the field of chemistry and the potential for implementation of VR in research and educational settings. The review is based on 219 articles and meeting papers, between 2018 and 2020, obtained from Web of Science (WoS). A series of registers from the WoS repository was analyzed and assigned to three groups, an analysis of 2D support software, analysis of research on Virtual Reality (VR), and research on Virtual Laboratories (VL). The research on advanced atomic/molecular simulation reveals discrepancies regarding the VR effectiveness of Chemistry teaching. Novel Virtual Reality Laboratory (VRL) methodologies are emerging that have a high impact on educational and research scenarios. VL and VRL entail several advantages and drawbacks, such as the implementation of new methodologies, the increase in the students' motivation, the growth of new spaces for collaborative online interaction, and the interaction with physical structure of any impossible, dangerous, or not feasible elements. Finally, the article compares the main features and the learning outcomes of the VRL and the traditional laboratory.

Augmented reality emerges as a tool, on which it is necessary to examine its real educational value. This paper shows the results of a bibliometric analysis performed on documents collected from the Web of Science repository, an Internet service that concentrates bibliographic information from more than 7,000 institutions. Our analysis included an overall universe of 12,000 indexed journals and 148,000 conference proceedings. From those, we selected a sample targeting the terms "mobile-learning" or "m-learning" and "augmented reality" as descriptors or components of titles of scientific works. The analysis on journals (n = 741) and in conference proceedings (n = 913) reveals a differentiated perspective in each area in the last two years. A qualitative analysis of 67 scientific productions addressing these subjects complements the research. This highlights five themes: conceptualization of the phenomenon, development of new methodologies, motivation, spatial delocalization, and implementation in subject-matter areas. The research highlights logical changes, such as greater and differentiated access to information; transcendent innovations, such as increasing informal and ludic activities, insertion into virtual environments, membership of specific groups, and networks of friendly interaction, along creation of new scales of values. These elements are now beginning to constitute fundamental parts of teaching methodologies. Education appears to be subsidiary to technical advances, thus imposing a drastic methodological change.

This research analyzes the situation of mobile devices and some specific options of support for the teaching of the English language. The features of this complex and novel phenomenon of Mobile-Assisted Language Learning (MALL) are addressed with an exploratory descriptive methodology. The article is part of a more extensive research which deals with these resources in education, describes the fast evolution and current situation of the variables that configure the m-learning case and the teaching of a foreign language in primary education in Spain. The aim has been to show the status of this technique and some specific options for education, taking advantage of their level of implementation, its communicative power and friendly ways. The results highlight the attraction of these resources, which also arise with gradual, playful, friendly and manageable activities in tactile form. They are instruments that rely on the audiovisual communication to develop reading and listening abilities of students. But above all, these devices immerse the student in a game or make it protagonist of a story. The teacher can gather these guidelines to enrich and complete his academic activity, exploring solutions that sometimes used mobile devices to attract their users.

This study involved 377 ERASMUS students from the University of Oviedo in an academic year. An ad-hoc questionnaire was applied in on-line format to determine students' perceptions and opinions and to understand the motivations that impel them to participate in these activities and their degree of satisfaction. The study analyzes the process of Erasmus mobility, noting that, as a result of the stay, the students describe their mastery of the host country language as good or excellent in most cases. Academic and cultural factors, the desire to get to know a new environment and to have a European experience impel most of the students to travel abroad. Job prospects are another motivating factor, and the overall assessment of the planned stay is acceptable, good or excellent in most cases.

This research analyses the evolution in the effectiveness of media messages and aims to optimize the use of ICTs in educational settings. The cultural impact of television and multimedia resources is increasing as they move to the Internet with ever greater quality. The integration of visual narrative techniques with multimedia playback capabilities of the Internet is creating an innovative model of knowledge transfer that contrasts with some traditional school approaches. So, the introduction of audiovisual elements and multimedia resources in the classroom seems to be more effective than other "traditional" methodologies. In order to assess and test this initial hypothesis, this research relies on empirical data from a survey conducted among more than 400 students from Spanish and Mexican schools. Besides considering the relation between the time spent watching multimedia resources and students' academic performance, this paper analyses the possible benefits of learning strategies that include multimedia and audiovisual elements. Above all, we suggest that teachers should use educative methodologies that trigger emotional responses, in the same way as entertainment and multimedia resources do.