Emerging mobile technologies are being applied successfully in cultural spaces to help users to get the correct information no matter where he is, in such a way that their use result better than traditional guides. Different technologies (RFID, Wi-Fi, etc.) are applied to allow mobile devices, such as PDAs or smart phones, interact with their environment in order to provide users with updated information regarding his physical location. This paper describes a system environment based on both active and passive RFID technology which supports the automatic positioning of mobile devices in closed spaces. This proposal results especially useful to provide location-aware information avoiding the need for users to manually select the desired information they want to view. This proposal has been successfully proved for the location and positioning of PDAs.

GPS seems to be the best solution to develop outdoor location systems, but performance of these systems is not good enough to locate entities within indoor environments, mainly if accuracy and precision are required. In this article we propose a tracking indoor system based on passive RFID technology that is able to accurately locate autonomous entities, such as robots, people, etc, within a defined surface. In order to validate the proposal, we compared our system technology performance against other alternatives built on different technologies (Wi-Fi, Bluetooth, IrDA, ultrasound, etc). We also include the system evaluation and final remarks with future improvements.

Technology-based education of children with special needs has become the focus of many research works in recent years. The wide range of different disabilities that are encompassed by the term “special needs”, together with the educational requirements of the children affected, represent an enormous multidisciplinary challenge for the research community. In this article, we present a systematic literature review of technology-enhanced and game-based learning systems and methods applied on children with special needs. The article analyzes the state-of-the-art of the research in this field by selecting a group of primary studies and answering a set of research questions. Although there are some previous systematic reviews, it is still not clear what the best tools, games or academic subjects (with technology-enhanced, game-based learning) are, out of those that have obtained good results with children with special needs. The 18 articles selected (carefully filtered out of 614 contributions) have been used to reveal the most frequent disabilities, the different technologies used in the prototypes, the number of learning subjects, and the kind of learning games used. The article also summarizes research opportunities identified in the primary studies.