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.

In this study, we evaluate how ChatGPT complements and enriches the traditional flipped learning strategy in higher education, particularly in engineering courses. Using an experimental design involving 356 students from basic programming courses in undergraduate engineering programs, we compared the normalized learning gain between groups that used the ChatGPT-assisted flipped learning strategy (focus groups) and those that followed a traditional video-based flipped learning methodology (control groups). The intervention lasted ten weeks, with two sessions of two hours each week. A pre-test–post-test analysis revealed that the focus groups showed significant improvement in normalized learning gain values compared to the control groups. These results confirm that incorporating ChatGPT into the flipped learning strategy can significantly enhance student performance by providing a more active, interactive, and personalized approach during the teaching–learning process. We conclude that the flipped learning strategy, upgraded with the assistance of ChatGPT, provides an effective means to improve understanding and application of complex concepts in programming courses, with potential to be extended to other areas of study in higher education. This study opens routes for future research on the integration of artificial intelligence into innovative pedagogical strategies with the goal of scaffolding the learning experience and improving educational outcomes.

Bottom-up energy models are considered essential tools to support policy design of electricity end-use efficiency. However, in the literature, no study analyzes their contribution to support policy design of electricity end-use efficiency, the modeling techniques used to build them, and the policy instruments supported by them. This systematic review fills that gap by identifying the current capability of bottom-up energy models to support specific policy instruments. In the research, we review 192 publications from January 2015 to June 2020 to finally select 20 for further examination. The articles are analyzed quantitatively in terms of techniques, model characteristics, and applied policies. The findings of the study reveal that: (1) bottom-up energy models contribute to the support of policy design of electricity end-use efficiency with the application of specific best practices (2) bottom-up energy models do not provide a portfolio of analytical methods which constraint their capability to support policy design (3) bottom-up energy models for residential buildings have limited policy support and (4) bottom-up energy models’ design reveals a lack of inclusion of key energy efficiency metrics to support decision-making. This study’s findings can help researchers and energy modelers address these limitations and create new models following best practices.

This article presents the results of the financial literacy assessment of young Mexican students between the ages of 17 and 24 enrolled in public and private institutions in five Mexican cities. This study’s objective was to approach the financial knowledge, behaviors, and attitudes of young Mexicans through focus groups and questionnaires to identify their perceptions of complex thinking and its use for financial products and services. The most relevant findings suggest that (a) most of the young participants in the study use banking services through their parents, (b) there are significant gender differences in financial knowledge and behaviors, (c) critical thinking significantly and positively correlates with financial behaviors and attitudes, and (d) the level of critical thinking predicts financial behavior. There is a need to develop women’s critical thinking to discern between the financial behavior they socially imitate and their capabilities to become more involved in financial issues, thus decreasing the gender gap.

This study analyzed the relationship between academic performance and the development of transversal competencies of reasoning for complexity and digital transformation in higher education students. The Tec21 educational model of the Tecnológico de Monterrey was used as a framework for analysis. Data from 33,319 students were analyzed following a CRISP-DM methodology, first an exploratory analysis was performed on the data to recognize and understand the presence of competencies in the educational model. Machine Learning methodologies, including Random Forest and XGBoost, were then employed to identify the most influential curricular and co-curricular variables in the acquisition of studied competencies. The results revealed a significant correlation between academic performance and the acquisition of the competencies, highlighting that high grades are consistently associated with success in developing these competencies. This study extends the understanding of how competency-focused educational interventions can facilitate professional and personal development in a labor market that demands advanced skills and adaptability. The discussion focuses on the implications of these findings for formulating educational policies and pedagogical practices that prioritize both academic achievement and the comprehensive development of essential 21st-century competencies. From a broader perspective, our work is framed in the achievement of Sustainable Development Goal 4 Quality Education and is oriented to identify variables that boost the acquisition of 21st Century Skills in higher education contexts.