This document presents a systematic review of Multimodal Human–Computer Interaction. It shows how different types of interaction technologies (virtual reality (VR) and augmented reality, force and vibration feedback devices (haptics), and tracking) are used in different domains (concepts, medicine, physics, human factors/user experience design, transportation, cultural heritage, and industry). A systematic literature search was conducted identifying 406 articles initially. From these articles, we selected 112 research works that we consider most relevant for the content of this article. The articles were analyzed in-depth from the viewpoint of temporal patterns, frequency of usage in types of technology in different domains, and cluster analysis. The analysis allowed us to answer relevant questions in searching for the next steps in work related to multimodal HCI. We looked at the typical technology type, how the technology type and frequency have changed in time over each domain, and how papers are grouped across metrics given their similarities. This analysis determined that VR and haptics are the most widely used in all domains. While VR is the most used, haptic interaction is presented in an increasing number of applications, suggesting future work on applications that configure VR and haptic together.

Introduction: This article highlights the innovative approach of incorporating spatial visualization tools in mathematics education, specifically focusing on the exploration of virtual environments and 3D printing. By integrating these advanced technologies, educators can enhance the learning experience and facilitate a deeper understanding of mathematical concepts. This research delves into the potential benefits and practical applications of these tools, shedding light on their effectiveness in fostering spatial reasoning skills and promoting active student engagement. The study aims to uncover new avenues for leveraging technology in the mathematics classroom and re-imagining the teaching and learning process.Methods: To assess the progress in spatial visualization ability, the Revised Purdue Spatial Visualization Test (Revised PSVT: R) was administered as both a pre-test and a post-test to a sample of 255 students divided into control and experimental groups.Results: The findings indicate that the control group exhibited no significant development (p = 0.163) and had a minimal effect size of change (g = 0.035), whereas the experimental group demonstrated a substantial improvement in spatial visualization ability (p < 0.05) with a noteworthy medium effect size of change (g = 0.325). Furthermore, an analysis of variance was conducted to compare the mean normalized change in spatial visualization ability between the control and experimental groups. The results, with 95% confidence, establish that the normalized spatial visualization change is significantly higher in the experimental group. Specifically, the experimental group witnessed a 25% increase in spatial visualization skills, while the control group only experienced a 5% increase.Discussion: Our study demonstrates the significance and effectiveness of integrating spatial visualization tools in mathematics education to enhance students’ spatial reasoning skills and mathematics understanding.

The uncertainty of the occurrence of a disaster is greater in places such as Mexico City, a city with one of the largest seismic activities in the world. This leads to a growing need for the population to be better educated in the application of security protocols. Challenge-Based Learning (CBL) is a didactic technique that brings students closer to real situations with the aim of developing the skills required to apply their knowledge in the design, study, and implementation of a solution to a given challenge. In this report, the authors apply this teaching technique to create a system capable of helping civil protection personnel monitor, guide, and record crucial data in an emergency. All of this is achieved through a web administrator and using route planning algorithms hosted within a cloud server to provide the user with an efficient route in real time. The result was a working prototype that performs these tasks. After several tests, the prototype showed the suitability of the system. Educating to prevent is essential to reduce the number of deaths in a disaster. CBL is a suitable technique for developing the necessary skills and integrating multidisciplinary knowledge.

In this article we show how to facilitate the development of mathematical skills using 3D surface visualization tools and virtual environments in an online, project-based learning context. The “Lumen” software is presented, which is an ad-hoc solution, designed and developed to visualize and combine mathematical surfaces in 3D, based on their associated equations. Several activities were designed with the use of Lumen, to measure the learning gain and problem-solving skills of the students, obtaining that a mean learning gain of 43% was observed on 242 students on the analysis of the pre- and post-tests for the first monitored activity, while a mean learning gain of 30% was observed on 210 students on the analysis of the second monitored activity. Based on these analyses, we make the point that although remote learning in the context of the COVID-19 pandemic poses difficult challenges for learners and professors, the use of ad-hoc technological applications is an important resource that supports the reinterpretation of the learning process, as it shifts the focus to the development of skills through active learning.

Energy models play a crucial role in the domain of energy policy by serving as essential instruments for decision-making. However, a significant limitation of numerous bottom-up energy models (BUEMs) is their empirical design, which hinders their ability to effectively inform policy design. This study presents a structured framework that can be used to improve the effectiveness of behavior, understanding, and engagement measures in the development of BUEMs for enhancing energy end-use efficiency. The model selected for this case study was provided by the Mexican Commission for the Efficient Use of Energy (CONUEE), and it examines the impact of regulatory instruments on the residential sector and residential buildings. The benefits of the proposed framework were successfully demonstrated through a quantitative comparison of real energy models, using and without using the said framework, revealing the advantages of its use. The framework significantly decreases the time required for model generation in various aspects by 59.43%. The obtained results highlight the effectiveness of the framework, and it could enhance the existing knowledge in the sector.