The term "Smart Classroom" has evolved over time and nowadays reflects the technological advancements incorporated in educational spaces. The rapid advances in technology, and the need to create more efficient and creative classes that support both in-class and remote activities, have led to the integration of Artificial Intelligence and smart technologies in smart classes. In this paper we discuss the concept of Artificial Intelligence in Education and present a literature review related to smart classroom technology, with an emphasis on emerging technologies such as AI-related technologies. As part of this survey key technologies related to smart classes used for effective class management that enhance the convenience of classroom environments, the use of different types of smart teaching aids during the educational process and the use of automated performance assessment technologies are presented. Apart from discussing a variety of technological accomplishments in each of the aforementioned areas, the role of AI is discussed, allowing the readers to comprehend the importance of AI in key technologies related to smart classes. Furthermore, through a SWOT analysis, the Strengths, Weaknesses, Opportunities, and Threats of adopting AI in smart classes are presented, while the future perspectives and challenges in utilizing AI-based techniques in smart classes are discussed. This survey targets educators and AI professionals so that the former get informed about the potential, and limitations of AI in education, while the latter can get inspiration from the challenges and peculiarities of educational AI-based systems.

Strong interaction between instructors and students during online course delivery is essential for supporting the educational experience. As part of the efforts to maximize the interaction between educators and students, a pilot application that monitors the actions of the students in online courses while protecting as much as possible students' privacy was developed. The purpose of the present research is to determine whether the proposed application for monitoring is acceptable to the stakeholders involved in online classes and whether this application can contribute to the enhancement of the educational experience. As part of the research, the application was evaluated by 75 participants, which included students, parents, and educators, ensuring that the views of the main stakeholders in the educational process are considered. Before the intervention, an online questionnaire was completed by the participants, who then watched a video about the function of the application and/or used the actual application. After the intervention, the participants completed an online questionnaire with similar questions. The results indicate that the use of student action recognition systems is feasible in online courses and accepted by teachers, students, and parents. Based on the results, most participants believe that the proposed application can contribute to the enhancement of the efficiency of distance education with regard to the student active participation, concentration level, learning results, teacher–student interaction, students' interest, and students' evaluation.

During the years, the concept of Smart Classroom” evolved to reflect technological advances. This survey provides a review of research work on smart classroom technologies, with a focus on emerging and Artificial Intelligence(AI)-related technologies. Smart classroom technologies related to the effective class management that enhance the convenience of classroom environments, the use of teaching aids during the educational process and the use of performance assessment technologies are presented. Apart from discussing the range of technological achievements in each of the aforementioned areas, the role of AI is thoroughly discussed allowing researchers and developers in AI to realize the existing uses of AI in smart classes and get informed about future perspectives and challenges in adopting AI-based techniques in smart classes.

Virtual reality (VR) can be useful in efforts that aim to improve the well-being of older members of society. Within this context, the work presented in this paper aims to provide the elderly with a user-friendly and enjoyable virtual reality application incorporating memory recall and storytelling activities that could promote mental awareness. An important aspect of the proposed VR application is the presence of a virtual audience that listens to the stories presented by elderly users and interacts with them. In an effort to maximize the impact of the VR application, research was conducted to study whether the elderly are willing to use the VR application and whether they believe it can help to improve well-being and reduce the effects of loneliness and social isolation. Self-reported results related to the experience of the users show that elderly users are positive towards the use of such an application in everyday life as a means of improving their overall well-being.

The body language of an educator during a class can affect student’s level of interest and concentration. As an attempt to assist educators to improve their body language and speaking characteristics, a pilot body language analysis system that assesses the body language of educators was developed. The proposed application makes use of specific biometric features for determining body language quality during class delivery. The aim of the current study is to examine whether the proposed application can contribute to improving the teachers’ body language, whether the application can provide satisfactory feedback related to the teachers’ body language, and whether the use of the application in real classroom conditions is acceptable. As part of this effort the pilot application has been assessed by teachers of primary, secondary and university education. The experimental investigation involved two phases. In the first phase participants delivered a short lecture that was evaluated using the automated body language analysis application. After the lecture participants were informed about the operation of the application and they were presented with the feedback generated by the body language analysis. During the second phase participants delivered a second short lecture. By comparing the body language quality between the two phases, conclusions related to the impact of the application in improving body language were derived. Experimental results demonstrate that the application provides satisfactory feedback, it is acceptable to use the application in real class conditions, and the feedback provided can be used for self-assessment, reflection and improvement regarding educator’s body language.