Over the last decade, several research initiatives have investigated the potentials of the educational paradigm shift from the traditional one-size-fits-all teaching approaches to adaptive and personalized learning. On the other hand, mobile devices are recognized as an emerging technology to facilitate teaching and learning strategies that exploit individual learners’ context. This has led to an increased interest on context-aware adaptive and personalized mobile learning systems aiming to provide learning experiences delivered via mobile devices and tailored to learner’s personal characteristics and situation. To this end, in this paper we present a context-aware adaptive and personalized mobile learning system, namely the Units of Learning mobile Player (UoLmP), which aims to support semi-automatic adaptation of learning activities, that is: (a) adaptations to the interconnection of the learning activities (namely, the learning flow) and (b) adaptations to the educational resources, tools and services that support the learning activities. Initial evaluation results from the use of UoLmP provide evidence that UoLmP can successfully adapt the learning flow of an educational scenario and the delivery of educational resources, tools and services that support the learning activities. Finally, these adaptations can facilitate students to complete successfully the learning activities of an educational scenario

Cultural Heritage (CH) refers to the representation of historical places and traditional customs of a specific city or country. Its principal aim is to transmit to future generations how their ancestors lived, and what their customs and buildings were like, etc. Nowadays, there are different technology systems and research investigations that are focused on CH education that use augmented reality (AR), virtual reality (VR), and mixed reality (MR). The aim of this document is to specifically identify if the use of AR improves students’ motivation to learn about topics related to CH. To this end, studies from different databases and specific journals, along with those concerning technology systems, were evaluated, and comparisons were made between them. Additionally, the aspects that should be considered in future research to improve student motivation and technology systems were identified.

The large number of vehicles constantly seeking access to congested areas in cities means that finding a public parking place is often difficult and causes problems for drivers and citizens alike. In this context, strategies that guide vehicles from one point to another, looking for the most optimal path, are needed. Most contributions in the literature are routing strategies that take into account different criteria to select the optimal route required to find a parking space. This paper aims to identify the types of smart parking systems (SPS) that are available today, as well as investigate the kinds of vehicle detection techniques (VDT) they have and the algorithms or other methods they employ, in order to analyze where the development of these systems is at today. To do this, a survey of 274 publications from January 2012 to December 2019 was conducted. The survey considered four principal features: SPS types reported in the literature, the kinds of VDT used in these SPS, the algorithms or methods they implement, and the stage of development at which they are. Based on a search and extraction of results methodology, this work was able to effectively obtain the current state of the research area. In addition, the exhaustive study of the studies analyzed allowed for a discussion to be established concerning the main difficulties, as well as the gaps and open problems detected for the SPS. The results shown in this study may provide a base for future research on the subject.

Ophthalmology is a medical profession with a tradition in teaching that has developed throughout history. Although ophthalmologists are generally considered to only prescribe contact lenses, and they handle more than half of eye-related enhancements, diagnoses, and treatments. The training of qualified ophthalmologists is generally carried out under the traditional settings, where there is a supervisor and a student, and training is based on the use of animal eyes or artificial eye models. These models have significant disadvantages, as they are not immersive and are extremely expensive and difficult to acquire. Therefore, technologies related to Augmented Reality (AR) and Virtual Reality (VR) are rapidly and prominently positioning themselves in the medical sector, and the field of ophthalmology is growing exponentially both in terms of the training of professionals and in the assistance and recovery of patients. At the same time, it is necessary to highlight and analyze the developments that have made use of game technologies for the teaching of ophthalmology and the results that have been obtained. This systematic review aims to investigate software and hardware applications developed exclusively for educational environments related to ophthalmology and provide an analysis of other related tools. In addition, the advantages and disadvantages, limitations, and challenges involved in the use of virtual reality, augmented reality, and game technologies in this field are also presented.

Since introduction of the European qualifications framework (EQF) as one instrument to bridge from learning institutions to competence driven lifelong learning, it remains a challenge for instructors and teachers in higher education to make efficient use of this framework for designing, monitoring, and managing their lessons. This paper presents a software suite for enabling teachers to make better use of EQF in their teaching. The software suite extends course design based on well-defined learning outcomes, monitoring performance and competence acquisition according to the EQF levels, assessment using scoring rubrics of EQF levels and competences in a 360-degree feedback, as well as visualizations of learning analytics and open student models in dashboards for different social perspectives in social planes. This paper includes a case study with 20 teachers who used the software suite in all phases of the course lifecycle for three programming courses. The results show that integrated applications for adopting the EQF in teaching practice are strongly needed. These results also show that the suite can assist teachers in creating contextual awareness, kindling reflection, understanding students and course progress, and inferring patterns of success and failure in competences development.