Virtual Reality is an incipient technology that is proving very useful for training different skills. Our hypothesis is that it is possible to design virtual reality learning activities that can help students to develop their spatial ability. To prove the hypothesis, we have conducted an experiment consisting of training the students using an on-purpose learning activity based on a virtual reality application and assessing the possible improvement of the students’ spatial ability through a widely accepted spatial visualization test. The learning activity consists of a virtual environment where some simple polyhedral shapes are shown and manipulated by moving, rotating and scaling them. The students participating in the experiment are divided into a control and an experimental group, carrying out the same learning activity with the only difference of the device used for the interaction: a traditional computer with screen, keyboard and mouse for the control group, and virtual reality goggles with a smartphone for the experimental group. To assess the experience, all the students have completed a spatial visualization test twice: just before performing the activities and four weeks later, once all the activities were performed. Specifically, we have used the well-known and widely used Purdue Spatial Visualization Test—Rotation (PSVT-R), designed to test rotational visualization ability. The results of the test show that there is an improvement in the test results for both groups, but the improvement is significantly higher in the case of the experimental group. The conclusion is that the virtual reality learning activities have shown to improve the spatial ability of the experimental group.

Advances in embedded systems, based on System-on-a-Chip (SoC) architectures, have enabled the development of many commercial devices that are powerful enough to run operating systems and complex algorithms. These devices integrate a set of different sensors with connectivity, computing capacities and cost reduction. In this context, the Internet of Things (IoT) potential increases and introduces other development possibilities: “Things” can now increase computation near the source of the data; consequently, different IoT services can be deployed on local systems. This paradigm is known as “edge computing” and it integrates IoT technologies and cloud computing systems. Edge computing reduces the communications’ bandwidth needed between sensors and the central data centre. Management of sensors, actuators, embedded devices and other resources that may not be continuously connected to a network (such as smartphones) are required for this method. This trend is very attractive for smart building designs, where different subsystems (energy, climate control, security, comfort, user services, maintenance, and operating costs) must be integrated to develop intelligent facilities. In this work, a method to design smart services based on the edge computing paradigm is analysed and proposed. This novel approach overcomes some drawbacks of existing designs related to interoperability and scalability of services. An experimental architecture based on embedded devices is described. Energy management, security system, climate control and information services are the subsystems on which new smart facilities are implemented.

Laboratory tasks are a powerful pedagogical strategy for developing competences in science and engineering degrees, making students understand in a practical way the theoretical topics explained in the classroom. However, performing experiments in real conditions is usually expensive in terms of time, money and energy, as it requires expensive infrastructures that are generally difficult to maintain in good conditions. To overcome this problem, virtual reality has proven to be a powerful tool to achieve sustainability, making it easy to update laboratories without the need to acquire new equipment. Moreover, the ability to introduce practical knowledge into classrooms without leaving them, makes virtual laboratories capable of simulating typical operating environments as well as extreme situations in the operation of different devices. A typical subject in which students can benefit from the use of virtual laboratories is robotics. In this work we will develop an immersive virtual reality (VR) pedagogical simulator of industrial robotic arms for engineering students. With the proposed system, students will know the effects of their own designed trajectories on several different robotic arms and cell environments without having to buy all of them and being safe of damaging the cell components. The simulation will be checking for collisions of the elements in the scene and alert the student when they happen. This can be achieved with a robotic simulator, but the integration with immersive VR is intended to help students better understand robotics. Moreover, even having a real robotic arm available for students, with this proposed VR method, all the students have the opportunity to manage and learn his own version of the robotic cell, without waiting times generated by having less robotic arms than students in classroom.

The idea that technology can transfer a person to a different environment without any physical movement and create the illusion of interaction with the artificial environment is not new. Scientists and engineers have been dedicating their efforts to its progressive development over the last fifty years. However, most of the technological advances have been made in the last ten years, undoubtedly thanks to improvements in computer efficiency and the miniaturization of sensorization devices. Nowadays, virtual reality is successfully applied in different fields, such as telemedicine, robotics or cinematography. Following on from this success, the question arises of whether we are ready to apply it to industrial design and manufacturing processes. The lack of recent reviews on this technology applied to CAD/CAM, together with its rapid evolution over the last decade, have been the primary motivations for carrying out this study.

The pandemic caused by COVID-19 has had a global impact that has affected all areas of people’s lives. However, people have different capacities to adapt and cope with the adversities and traumatic events that may have occurred during the pandemic with different levels of resilience. One collective affected by this global crisis was university students, who had to face an unprecedented academic situation, resulting in some abandoning their studies. This study aims to analyse whether the resilience of the students could be related to academic dropout. To carry out this research, we assessed the resilience of 1676 university students from 11 universities in Ecuador. To do so, a committee of experts from the Ecuadorian Association of Social Work Education Centres and 11 Ecuadorian universities designed a questionnaire and sent it to the entire sample. Subsequently, we compared the levels of resilience between university students who withdrew from university during the COVID-19 pandemic with those who continued their studies by using a multivariate analysis. The results showed that there were statistically significant differences in all variables analysed. The students who obtained the highest scores were those who continued their studies, and those students who dropped out obtained the lowest scores. In summary, we found that school dropout among Ecuadorian university students during the COVID-19 pandemic was due to low levels of resilience. Therefore, increasing student resilience could improve university retention rates and, in turn, academic performance and future life prospects.