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The aim of this paper was to analyse the current applications of Artificial Intelligence in professional development and talent management within the corporate world with a focus on corporate training. By means of a Systematic Literature Review based on the PRISMA 2020 reporting criteria this paper highlights the current applications of AI along with the main benefits and drawbacks associated with its implementation. The findings show that AI is being used to enhance recruitment processes, to identify individual training and development skills and needs, to develop personalised training paths, to retain talent and predict attrition, and to detect future workforce skills development needs. It has been outlined that there is a need for automated talent management processes within companies and that talent intelligence should be implemented along with facing the challenges this will entail, such as minimising the risk of bias and hiring high-skilled qualified personnel.

Nowadays, the progressive incorporation of technological elements in classrooms adds new possibilities to be explored in the field of colour and environment. In this sense, LED lighting as a source of “coloured light” is a resource that has not yet been analysed. The present quasi-experimental design had a pre-test and was carried out for a single group in a primary school for two months, focusing on the dependent variables “energy level”, “enjoyment level” and “feeling”, whose values were collected by means of a self-perception survey. The results obtained are significant in the post hoc analysis of variance for some scenarios of the variable “feelings”, but less so for the others. The disparity of results according to the colour analysed, with violet sometimes having a greater impact than orange at other times, also leads us to consider the need for dynamism positively.

The purpose of the article is to understand the current state of both the technology and the implementation of emotion recognition in the educational environment. The goal is to obtain detailed information about the current state of emotion recognition technology and how its practical use is being carried out in educational settings. In this line, it examines the proposals from publications over the last 10 years on the advancement of technology for emotion recognition in education. A total of 1,347 studies were obtained and 43 were included in the review for analysis and discussion. The article demonstrates how the number of studies has increased in recent years, with a higher frequency in online learning. Furthermore, according to the Technological Readiness Level, despite the growing interest in emotion recognition in the educational environment, its implementation is still far from becoming a reality. Most of the research has been conducted from a theoretical perspective and none of them has been fully developed and implemented in the classroom. In addition, many of the studies analysed have not tested the validity of their findings.

Emotion recognition (ER) is gaining popularity in various fields, including education. The benefits of ER in the classroom for educational purposes, such as improving students’ academic performance, are gradually becoming known. Thus, real-time ER is proving to be a valuable tool for teachers as well as for students. However, its feasibility in educational settings requires further exploration. This review offers learning experiences based on real-time ER with students to explore their potential in learning and in improving their academic achievement. The purpose is to present evidence of good implementation and suggestions for their successful application. The content analysis finds that most of the practices lead to significant improvements in terms of educational purposes. Nevertheless, the analysis identifies problems that might block the implementation of these practices in the classroom and in education; among the obstacles identified are the absence of privacy of the students and the support needs of the students. We conclude that artificial intelligence (AI) and ER are potential tools to approach the needs in ordinary classrooms, although reliable automatic recognition is still a challenge for researchers to achieve the best ER feature in real time, given the high input data variability.

Colour in the classroom, either in isolation or in conjunction with other environmental factors, is an element that has been widely discussed in the scientific literature, albeit not systematically. On the other hand, its evolution towards coloured light, made possible in recent years by light emitting diode (LED) technology, has hardly found a place among researchers. Despite the progressive rise of smart classrooms, intelligent learning environments or references by some authors to "dynamic lighting", its analogous concept, "dynamic colour", hardly appears in reviews of the scientific literature. This exploratory, quasi-experimental study shows how coloured light affects the learning process in primary school classroom environments, integrating cognitive processes, instrumental learning and affective processes, and helping to define the dynamic potential of its use. The experimental part has been carried out for four weeks, collecting data that are analysed descriptively, comparatively with the control group and in the internal variance of the experimental group. The results show positive influence tendencies in the cognitive and affective processes of the students, although not so much in instrumental learning.

Smart classrooms are physical learning spaces that, using data from the environment, students and teachers, are able to provide timely and valuable information to improve teaching and learning processes and foster decision-making. In this article, we provide an overview of how artificial intelligence techniques are being used to gain insights into the teaching and learning processes by analyzing data not only from the classroom context, but also from students and teachers. We identify the latest literature addressing the use of artificial intelligence techniques with data obtained from the smart classroom, present a taxonomy for the areas of application, review the state of deployment in schools, and discuss the current limitations. From the results, we conclude that the use of artificial intelligence techniques to analyze classroom data in real settings (i.e., primary and secondary schools) is still far from common. Most proposals are in the lower range of technological readiness levels and do not consider issues such as information security and privacy. Furthermore, most proposals focus on the development of technological products and do not address their impact on learning. Our paper concludes with an outlook on future work in this area with the aim of making the smart classroom a cornerstone for the future of education.

The effects of air quality on health and cognition are well documented, but few studies have focused on its impact on emotions, leaving this area underexplored. This study investigates the influence of environmental factors—specifically particulate matter (PM1, PM2.5, and PM10) and carbon dioxide (CO2)—on students’ basic emotions in secondary school classrooms. For the collection of environmental data, we used low-cost sensors, which were carefully calibrated to ensure acceptable accuracy for monitoring air quality variables, despite inherent precision limitations compared to traditional sensors. Emotions were recorded via camera and analyzed using a custom-developed code. Based on these data, we found significant but modest correlations, such as the negative correlation between PM levels and happiness, and positive correlations of CO2 concentrations with fear and disgust. The regression models explained between 36% and 62% of the variance in emotions like neutrality, sadness, fear, and happiness, highlighting nonlinear relationships in some cases. These findings underscore the need for improved classroom environmental management, including the implementation of real-time air quality monitoring systems. Such systems would enable schools to mitigate the negative emotional effects of poor air quality, contributing to healthier and more conducive learning environments. Future research should explore the combined effects of multiple environmental factors to further understand their impact on student well-being.

Teaching is a complex activity that requires a combination of different knowledges, attitudes, skills and values. Teachers are continuously making decisions in the classroom to promote the teaching-learning process. This paper presents the development of a prototype that aims to facilitate teachers’ decision making in the classroom in real time, considering variables related to the students, the teacher, and the environment or environmental factors in the classroom. We used the DBR (Design Based Research) methodology for this project. We reached the first iteration when the second version of the prototype was presented. An analysis of the literature was carried out as a starting point and to establish the foundations for the first version of the prototype. A later expert judgment allowed the prototype to evolve to the second version. This is the starting point for the technological development of the designed solution. This research is a first step towards using technology to improve teacher decision making in the classroom, and has great potential benefits for both the teacher, for improving their skills, and the student, so they can have a better and more customized learning experience.

To recognize and assess the job stressors that teachers face in daily practice is essential. One of the most used objective measures of stress is the heart rate (HR). This pilot study explored the use of a wearable device (smartwatch) to monitor the HR of two teachers over two weeks in the classroom. Educational context variables (subject, class size, timetable, activity learning performed) and environment variables (temperature, humidity, sun irradiance) were related with HR. The results showed significant differences on HR among the teachers according to the educational activity, time of the day, or day of the week. The environmental variables were related differently in each of the participants. The study showed the practical implications of using a smartwatch, or smart bracelet, in the field of education. It provides systematic data that be analyzed and linked to other variables, opening the possibility of measuring real-time stress in the classroom, as an alternative or complement to stress self-reports.

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.

For some decades now, theories on learning methodologies have advocated collaborative learning due to its good results in terms of effectiveness and learning types and its promotion of educational and social values. This means that teachers need to be able to apply different criteria when forming heterogeneous groups of students and to use automated techniques to assist them. In this study, we have created an approach based on complex network theory to design an algorithm called Minimum Entropy Collaborative Groupings (MECG) in order to form these heterogeneous groups more effectively. The algorithm was tested firstly under a synthetic framework and secondly in a real situation. In the first case, we generated 30 synthetic classrooms of different sizes and compared our approach with a genetic algorithm and a random grouping. In the latter case, the approach was tested on a group of 200 students on two subjects of a master’s degree in teacher training. For each subject there were 4 large groups of 50 students each, in which collaborative groups of 4 students were created. Two of these large groups were used as random groups, another group used the CHAEA test and the fourth group used the LML test. The results showed that the groups created with MECG were more effective, had less uncertainty and were more interrelated and mature. It was observed that the randomized groups did not obtain significantly better LML results and that this cannot be related to any emotional or motivational effect because the students performed the test as a placebo measure. In terms of learning styles, the results were significantly better with LML than with CHAEA, whereas no significant difference was observed in the randomized groups.

La Formación Profesional (FP) en España tiene un gran reto por delante debido al aumento de la matriculación en los últimos años y a la gran demanda de este tipo de formación en la actualidad, por lo que debe seguir explorando modalidades semipresenciales o virtuales para adaptarse a las necesidades sociales, educativas, formativas y laborales. Concretamente, en la Formación Profesional a Distancia (FPaD), algunos de los ciclos que se ofertan hasta ahora han requerido de presencialidad por su componente práctico o la necesidad de interactuar con materiales o recursos no disponibles a distancia o en el ámbito doméstico, como es el caso de los de electricidad y electrónica. El objetivo general de este trabajo ha sido el diseño de una propuesta de formación en el ciclo de electricidad completamente a distancia. Se ha utilizado método design based research (DBR), donde se ha partido de una revisión sistemática de la literatura que ha permitido tener un conocimiento para poder desarrollar el modelo, el cual ha sido evaluado por juicio de expertos. Los resultados muestran que los docentes de Formación Profesional que trabajan de manera presencial son más críticos con los tipos de actividades y materiales para la realización y el trabajo de la parte práctica. Otro elemento destacable es la preocupación mostrada por los expertos por la viabilidad económica de este modelo debido al tipo de actividades, los materiales empleados, y la carga de trabajo que debe realizar el docente para llevar a cabo este tipo de enseñanza.

The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.

Acoustics in schools have been studied during years, but nowadays there are more possibilities than ever before to introduce improvements. This study presents a systematic literature review determining what acoustic parameters are present in classrooms and how they affect both teachers and students. Following the analysis, we put forward a two-block classification: the physical parameters of the sound or noise in the classroom and the consequences of the acoustics on the people in the classroom. Advances in the design of learning spaces and the use of technologies ranging from devices and green material to advanced automation systems make it possible to direct acoustic solutions toward smarter learning spaces. This review also highlights the acoustic parameters to consider in smart classrooms (noise, reverberation, speech transmission and speech clarity) and the main effects of acoustics on teachers and students. Some conclusions and recommendations are drawn, but more research is needed in terms of school improvement considering acoustics influence and smart classrooms possibilities.

El modelo Flipped Learning (FL) transfiere determinados procesos de aprendizaje fuera del aula y utiliza el tiempo de clase para realizar un aprendizaje activo con los alumnos. El objetivo de esta investigación consiste, por un lado, en cuantificar el tiempo que los alumnos destinan a actividades, discriminado cuáles son de aprendizaje activo y pasivo, en clase o en casa. Y por otro, comparar su variación con respecto a la utilización del FL o de una metodología pedagógica tradicional. La metodología utilizada en la investigación ha sido cuantitativa con un diseño cuasi experimental con un grupo control y otro experimental. La obtención de los datos fue mediante un registro del tiempo dedicado a actividades de aprendizaje activo y pasivo en clase por parte del profesor y en casa por parte de los alumnos, en cada uno de los dos grupos. Los resultados del estudio indican que la utilización del FL provoca un incremento de un 155,25% del tiempo de clase dedicado a actividades de aprendizaje activo; y que los alumnos dedican un 35,30% más de tiempo a actividades académicas en casa en comparación con la utilización de una metodología pedagógica tradicional.

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 8 expertos 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 treball tracta de respondre la necessitat de poder avaluar les habilitats docents en l’ús de la pissarra digital interactiva (PDI) creant una nova eina: la rúbrica. La PDI és 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 investigació ha estat realitzada seguint la metodologia Educational Design Research, que marcarà els passos que seguirem durant el procés. La confecció de la rúbrica 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’ús docent de la PDI i la creació de recursos per a aquest tipus d’eina.

Earlier studies of cross-national differences in consumer behavior in different consumption sectors have verified that cultural differences have a strong influence on consumers. Despite the importance of cross-national analysis, no studies in the literature examine the moderating effects of nationality on the construction of behavioral intentions and their antecedents among cruise line passengers. This study investigates the moderating effects of nationality on the relationships between perceived value, satisfaction, trust and behavioral intentions among Spanish and (U.S.) American passengers of cruise lines that use Barcelona as home port and port-of-call. A theoretical model was tested with a total of 968 surveys. Structural equation models (SEMs) were used, by means of a multigroup analysis. Results of this study indicated that Spaniards showed stronger relationships between trust and behavioral intentions, and between emotional value and satisfaction. Americans presented stronger relationships between service quality and satisfaction, and between service quality and behavioral intentions.