CoChat
Sign Up
Cited by 11Educational Environments and Student OutcomesEducation and Learning InterventionsTechnology-Enhanced Education Studies

The DOI matches its Crossref record; the references it cites are not checked yet.

The Spanish experience of future classrooms as a possibility of smart learning environments

Open access
García-Tudela, Pedro Antonio, Prendes-Espinosa, Paz, Solano-Fernández, Isabel M.·2023·Heliyon
DOI 10.1016/j.heliyon.2023.e18577PMC PMC10404666
Open this paper in CoChat — free account

Abstract

Developing advanced technologies and their integration into educational spaces generates new training opportunities. Examples of these are Future Classrooms (FC) and Smart Learning Environments (SLE), two concepts linked to educational innovation through technology but also have their differences. This paper aims to identify the similarities and differences between FC developed in the Spanish formal educational context concerning the theory of SLE. This study follows an exploratory research methodology using an ad hoc questionnaire applied transversally to a representative sample of teachers involved in the SLE (N = 66). SPSS V. 28 software was used. In relation to the results, some statistics (mean, standard deviation, kurtosis and skewness) were used to analyse the developed FC practices and professional satisfaction. In conclusion, the FC are at an initial stage of development in Spain, and although they could represent an approximation to what would be the practical basis of SLE, there are still several aspects to be developed, especially in relation to the technologies used and the dimension of attention to diversity. In relation to SLE technologies, they are related to the automation of certain processes and include artificial intelligence, learning analytics and sensors, among others. On the other hand, these technologies are not widely used in the FC, and the use of other more conventional technological resources, such as interactive whiteboards, online collaborative environments, LMS platforms, etc. In terms of attention to diversity, despite the existence of initiatives to personalise the learning experience in FC, assistive technologies are not considered, nor is automatic personalisation through certain SLE technologies.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1016/j.heliyon.2023.e18577

Cites

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

The citation lists haven’t been fetched yet

References 46 · Cited by 11

Research works printed but not linked: 38

  1. Jiying, 2023, University students' approaches to online learning technologies: the roles of perceived support, affect/emotion and self-efficacy in technology-enhanced learning, Comput. Educ., 194
  2. Prendes, 2021, Tecnologías avanzadas para afrontar el reto de la innovación educativa, RIED. Rev. Iberoam. Educ. Distancia, 24, 35
  3. Gómez-García, 2022, El Aula del Futuro: un proyecto para la redefinición pedagógica de los centros educativos, Revista interuniversitaria de formación del profesorado, 98, 133
  4. Tena, 2020, La Future Classroom Lab como marco de desarrollo del aprendizaje por competencias y el trabajo por proyectos, Rev. Mex. Invest. Educ., 25, 449
  5. Hilario, 2022, Implantación y desarrollo de un Aula del Futuro en un centro educativo. Estudio del proyecto del IES Francisco Giner de los Ríos, de Alcobendas, Tarbiya: Revista de investigación e innovación educativa, 50, 23, 10.15366/tarbiya2022.50.001 · DOI
  6. Bautista, 2013, Smart classrooms: innovation in formal learning spaces to transform learning experiences, Bulletin of the Technical Committee on Learning Technol., 15, 18
  7. Gambo, 2023, Evaluating students' experiences in self-regulated smart learning environment, Educ. Inf. Technol., 28, 547, 10.1007/s10639-022-11126-0 · DOI
  8. Koper, 2014, Conditions for effective smart learning environments, Smart Learn. Environ., 1, 10.1186/s40561-014-0005-4 · DOI · Paper page
  9. Spector, 2014, Conceptualizing the emerging field of smart learning environments, Smart Learn. Environ., 1
  10. Hwang, 2014, Definition, framework and research issues of smart learning environments –a context- aware ubiquitouslearning perspective, Smart Learn. Environ., 1
  11. García-Tudela, 2021, Smart Learning Environments: a basic research towards the definition of a practical model, Smart Learning Environ., 8, 10.1186/s40561-021-00155-w · DOI · Paper page
  12. Caballero-García, 2022, Trends in the concept of educational spaces, Human Review. Int. Humanit. Rev., 11, 2
  13. Montebello, 2017, Smart ubiquitous learning environments, Int. J. Educ., 5, 17
  14. Anil, 2019, Personalized dynamic learning plan generator for smart learning environments, Int. J. Recent Technol. Eng., 8, 6175
  15. Caspari-Sadegui, 2023, Learning assessment in the age of big data: learning analytics in higher education, Cogent Educ., 10
  16. Sahni, 2023, Is learning analytics the future of online education? Assessing student engagement and academic performance in the online learning environment, Int. J. Emerg. Technol. Learn. (iJET), 18, 33, 10.3991/ijet.v18i02.32167 · DOI
  17. Bdiwi, 2019, Smart learning environment: teacher's role in assessing classroom attention, Res. Learn. Technol., 27, 10.25304/rlt.v27.2072 · DOI
  18. García-Tudela, 2020, Smart learning environments and ergonomics: an approach to the state of the question, J. N. Approaches Educ. Res., 9, 245, 10.7821/naer.2020.7.562 · DOI
  19. Lorenzo, 2021, New objectives for smart classrooms from industry 4.0, Technol. Knowl. Learn., 26, 719, 10.1007/s10758-021-09527-0 · DOI
  20. Giovannella, 2014, Smart learning eco-systems: “fashion” or “beef”, J. e Learn. Knowl. Soc., 10
  21. Mogas, 2022, Smart schools on the way: how school principals from Catalonia approach the future of education within the fourth industrial revolution, Learning Environ., 25, 875, 10.1007/s10984-021-09398-3 · DOI
  22. Toivonen, 2018, Innovative maker movement platform for K-12 education as a smart learning environment, 61, 10.1007/978-981-10-8743-1_9 · DOI
  23. Zhu, 2016, Introducing the smart education framework: core elements for successful learning in a digital world, Int. J. Smart Technol. Learn., 1, 53, 10.1504/IJSMARTTL.2016.078159 · DOI
  24. Cao, 2020, Artificial intelligence based efficient smart learning framework for education platform, Intel. Artif., 23, 112
  25. Chango, 2022, A review on data fusion in multimodal learning analytics and educational data mining, Wiley Interdisciplinary Reviews: Data Min. Knowl. Discov., 12
  26. Tena, 2020, El desarrollo de la competencia digital en la educación Europea. Naír Carrera y Tommaso Dalla Vecchia, Rev. Occidente, 468, 96
  27. Ramos-Galarza, 2020, Los alcances de una investigación, CienciAmérica: Revista de divulgación científica de la Universidad Tecnológica Indoamérica, 9, 1, 10.33210/ca.v9i3.336 · DOI
  28. Aguilar, 2016, A general framework for learning analytic in a smart classroom, Communic. Computer and Inform. Sci., 658, 214
  29. Al-Emran, 2022, Towards a wearable education: understanding the determinants afecting students' adoption of wearable technologies using machine learning algorithms, Educ. Inf. Technol.
  30. Pagán, 2016, Integration of enriched e-book for improving media literacy in Primary Education, Profesorado, 20, 199
  31. Agbo, 2019, Smart mobile learning environment for programming education in Nigeria: adaptivity and context-aware features, Adv. Intell. Syst. Comput., 998, 1061
  32. Hyojung, 2016, The development of learner - centered smart learning environment utilizing the humanity contents - based on the goal - based scenario, J. Learner-Centered Curriculum and Instruc., 16, 1249
  33. Talanquer, 2015, La importancia de la evaluación formativa, Educ. Quím., 26, 177
  34. Martínez, 2016, Sentado en el andén, RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 0, 17
  35. Martínez, 2020, EDUTEC 25 años: ¿Y ahora qué?, EDUTEC. Revista Electrónica de Tecnología Educativa, 73, 1, 10.21556/edutec.2020.73.1845 · DOI
  36. Prendes-Espinosa, 2018, La tecnología educativa en la Pedagogía del siglo XXI: una visión en 3D, RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 4, 6
  37. Morales, 2020, ¿Por qué hay pocas mujeres científicas? Una revisión de literatura sobre la brecha de género en carreras STEM, Adres. Rev. Int. Invest. Comunicación, 22, 118
  38. Prendes-Espinosa, 2020, Gender equality and ICT in the context of formal education: a systematic review, Comunicar, 28, 9, 10.3916/C63-2020-01 · DOI

Metadata

Authors
García-Tudela, P. A., Prendes-Espinosa, P., & Solano-Fernández, I. M.
Affiliations
Universidad de Murcia (ES)
Corresponding author
García-Tudela, Pedro Antonio
ORCID
Venue
Heliyon
Publisher
Elsevier BV
Published
2023-08
Volume
9
Issue
8
Pages
e18577
ISSN
2405-8440 (ISSN-L)
DOI
10.1016/j.heliyon.2023.e18577
PMC
PMC10404666
OpenAlex
W4384945447
Cited by
11
References
46
Citations by year
2026: 2 · 2025: 3 · 2024: 5 · 2023: 1
FWCI
3.19
Type
journal article
Language
en
Open access
Licence
Locations
  • Heliyon (publishedVersion, cc-by-nc-nd)
  • SSRN Electronic Journal (acceptedVersion)
  • PubMed Central (publishedVersion, cc-by-nc-nd)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Hispana (submittedVersion, cc-by-nc-nd)
Funders
Ministerio de Ciencia, Innovación y Universidades (FPU18/02338)
Topics
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Education › Education and Learning Interventions
  • Social Sciences › Education › Technology-Enhanced Education Studies
Keywords
future classroom, smart learning environments, educational technology integration, teacher perceptions, job satisfaction, attention to diversity, assistive technology, artificial intelligence in education, learning analytics, educational automation, Spanish education

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: The Spanish experience of future classrooms as a possibility of smart learning environments. https://app.cochat.ai/papers/10.1016/j.heliyon.2023.e18577
The paper
García-Tudela, P. A., Prendes-Espinosa, P., & Solano-Fernández, I. M. (2023). The Spanish experience of future classrooms as a possibility of smart learning environments. Heliyon. https://doi.org/10.1016/j.heliyon.2023.e18577