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Over the years, educational institutions have faced significant difficulties in the teaching process at all educational levels, due to lack of motivation, concentration, attention, and confidence, among other aspects. In this sense, information and communication technologies can be the answer to transform educational models. One of the most promising and accessible technologies in recent years is mobile augmented reality (MAR), which allows students to visualize content through a mobile device combining the real environment with a virtual environment, providing an interactive and digital vision of the physical world in real time. The appropriate use of digital technologies in early childhood and primary education can promote socialization, comprehension, learning, language development, attention, and other educational benefits. However, due to the novelty of this technology, there is limited research and a gap in the literature on the use of MAR at these educational levels. This research work, through systematic mapping, aims to give an overview of how AR and mobile devices have been used in the last decade, which academic areas have benefited from the use of this innovative academic approach, and the main benefits and problems of using this technology in early and primary education. The findings are encouraging and show that AR technology, together with mobile devices, can be used to support the teaching of science, mathematics, reading, language, geography, etc.

Currently, social networks and Internet access have become a place that fosters risky experiences for their users, who are vulnerable and can become victims of violence, online abuse, extortion, etc. Therefore, it is considered necessary to make people aware of the appropriate use of information and communication technologies (ICTs) and Internet access, to minimize the risks and vulnerabilities associated with these practices. This research analyzes the use of a game-like mobile application called CiberSecApp, which was designed to support the teaching of basic cybersecurity. This application was designed as a game because gamification has been shown to generate motivation and keep users interested in long periods of time. In addition, the new generation of students perceives educational mobile apps as an innovative way to access educational content in a simple, ubiquitous, and portable way Unlike other similar initiatives in the existing literature, this research did not focus solely on the game design aspects, but also on evaluating the user experience. For this purpose, the IBM Computer Usability Satisfaction Questionnaires (CSUQ) and the NASA Task Load Index (TLX) were used to evaluate the usability of the mobile application and the mental workload generated by the participants. A total of 60 engineering students participated voluntarily in this research. The results obtained show that the use of gamification of educational content can support the teaching of cybersecurity by creating an intention of use and with a low mental workload for its users.

Today, teaching faces several challenges, including students’ difficulty in understanding abstract concepts and lack of motivation. To address these problems, the use of virtual reality (VR) has been explored as an innovative and potentially effective educational tool. However, so far, the effectiveness of VR applications and the perception of their use lack a clear and effective approach to be used to support education. The importance of addressing this problem lies in the need to improve the quality of teaching using emerging technologies. It is for this reason that it is important to find new strategies to improve the effectiveness of teaching using VR. In this context, this research presents the results of the FreeDev application, previously validated with 20 teachers and with 80 engineering students from a private university. FreeDev is a VR application designed to support the teaching of basic programming, it is aimed as an educational tool to provide an immersive experience to students on how to get started in programming and computational thinking. FreeDev has been well accepted, and both teachers and engineering students see it as a tool that can be used to support education. It is hoped that this research will contribute to the advancement of knowledge in the field of education.

The pandemic caused by COVID-19 impacted the entire world, but technological progress led to the appearance of new and innovative emerging technologies (ETs). These technologies proved to have a wide potential for use as support in education, but being a new technology, certain complications arose when it came to their application in the educational model. Nowadays, there are many digital technologies, so it is necessary to identify those that can be used in today’s education. Digital technologies have been implemented in all types of sectors, one of them being education, and the use of these technologies translates into significant improvements in educational processes and learning outcomes. Despite this, there is currently little research on the use of ETs as a support in the academic process. This research uses systematic mapping (SM) of the last 5 years, together with the Unified Theory of Acceptance and Use of Technology (UTAUT) model to identify the use and acceptance of ETs in higher education. For the SM, a keyword search string was used in three scientific databases (Scopus, Web of Science, and IEEE Xplore). To apply the UTAUT, a survey was conducted with 120 students on the acceptance of ETs as support in higher education. The results obtained indicate that ETs provide some optimization of educational processes, with greater immersion and application of knowledge when using technologies such as augmented reality, virtual reality, and mobile learning. Likewise, ETs can motivate students, allowing them to reach new academic and professional achievements.

The pandemic caused by COVID-19 impacted the entire world, but the significant challenges to be faced during this crisis opened an opportunity for organizations to evolve toward a digital transformation. Educational institutions were a concrete example of the use of technologies, which were abruptly incorporated into the teaching–learning model. Although this initiative was initially a challenge for teachers and students, it has now become a tool for new innovative teaching models, such as hybrid, online, and flexible models. The impact of technology used in education has been beneficial due to emerging technologies (virtual reality, augmented reality, games, web applications, mobile applications, etc.), which have served as tools to facilitate and motivate studying. These educational trends contribute directly to the fourth Sustainable Development Goal (SDG). This research analyzes whether the use of a web application, as a support in the educational model, can make students better understand the subjects of network infrastructure and be more efficient when configuring equipment in a data network. Therefore, this research is based on the design of an educational web application based on Python libraries, which allows the configuration of networking equipment based on the concept of network automation with the application of a graphical user interface (GUI). The web application can be deployed with communication equipment or in conjunction with the GNS3 simulator. This versatility allows this web tool to be applied to the teaching of network equipment configuration in any mode of study (classroom, online, hybrid, or flexible). The results obtained in this research are encouraging and open the way for the implementation of network automation and Python libraries for educational applications that can be important tools within the teaching and learning models of higher education.

Currently, mobile devices are widely used as a support in education for teaching and learning of multiple academic subjects. An example of this is educational mobile applications, which in recent years have been massively developed and have generated multiple downloads for use in the classroom. Despite their features and benefits, the use of mobile devices such as smartphones is not usually allowed in classrooms due to the distraction they can generate. This paper aims to evidence the use of mobile devices in education and why it should be used as a support in the educational model. To do this, it is proposed to compare two teaching-learning methodologies and identify whether the use of mobile applications can influence the specific education of an engineering subject. The methodologies were tested in the classroom, focusing on IP addressing and network numbering systems, with two groups of students: an experimental group and a control group. At the end of the experiment, their performance was evaluated using a questionnaire. The answers of this questionnaire were subjected to an analysis of variance (ANOVA) and hypotheses were proposed to identify whether the use of a mobile application used as a support in the educational model has benefits in learning. The results indicate that educational mobile applications can be helpful in the teaching-learning process and at present, education can benefit from the use of this innovative learning methodology.

The main objective of this research is a working example of how a hybrid methodology combining traditional methodologies and mobile devices can be used to contribute to the literature on mobile learning in teaching English as a second language. This work was carried out because, in many Latin American countries, students are taught English as a second language throughout their primary and secondary education. However, at the end of their studies, most students are unable to communicate with other people in English, let alone with native speakers. Moreover, it must be taken into account that nowadays English is the most widely used language in international communications, business transactions, finance and science. The professional who knows how to communicate in English has a positive differentiator in his or her professional profile and can easily access more relevant positions in any institution. For this purpose, a review of different methodologies for teaching oral expression in English has been carried out. Metrics have also been used to choose an effective mobile application to reinforce English speaking. These analyzed methodologies have been combined with the use of a mobile application to propose a hybrid methodology that contemplates an eight-week class guide. Due to the characteristics of mobile learning, this work can help to motivate students in their learning and in improving their communicative skills in the English language. High school teachers can use this methodology as an innovation in their educational programs.

Currently, mobile devices are widely used as a support in education for teaching and learning of multiple academic subjects. An example of this is educational mobile applications, which in recent years have been massively developed and have generated multiple downloads for use in the classroom. Despite their features and benefits, the use of mobile devices such as smartphones is not usually allowed in classrooms due to the distraction they can generate. This paper aims to evidence the use of mobile devices in education and why it should be used as a support in the educational model. To do this, it is proposed to compare two teaching-learning methodologies and identify whether the use of mobile applications can influence the specific education of an engineering subject. The methodologies were tested in the classroom, focusing on IP addressing and network numbering systems, with two groups of students: an experimental group and a control group. At the end of the experiment, their performance was evaluated using a questionnaire. The answers of this questionnaire were subjected to an analysis of variance (ANOVA) and hypotheses were proposed to identify whether the use of a mobile application used as a support in the educational model has benefits in learning. The results indicate that educational mobile applications can be helpful in the teaching-learning process and at present, education can benefit from the use of this innovative learning methodology.

Hasta hace muy poco, los modelos educativos tradicionales fomentaban la memorización como una habilidad esencial para el aprendizaje, esto ha cambiado debido a la llegada y rápida difusión de las tecnologías digitales y el impacto que han tenido en los estudiantes de hoy en día. Esta nueva generación que inunda las aulas no son las personas para la que los modelos educativos de enseñanza y aprendizaje fueron diseñados, ellos nacieron y crecieron junto a la World Wide Web, las redes sociales, los dispositivos móviles y las redes multimedia. Los denominados nativos digitales procesan la información y adquieren conocimiento de manera muy diferente a nuestra generación. Incentivar en ellos una metodología educativa tradicional que involucre el aula, la conferencia magistral y la biblioteca es una batalla perdida. Las nuevas generaciones de estudiantes necesitan nuevos modelos educativos, metodologías pedagógicas innovadoras y una plataforma educativa mas natural y eficaz que se acople a sus habilidades y necesidades. En la última década, las tecnologías de la información (TI) han aumentado a un ritmo nunca antes visto, proporcionando a los alumnos una tecnología digital, accesible, rápida, asequible y portátil. Un claro ejemplo de ello son los dispositivos móviles, los cuales, debido a sus características de movilidad y ubicuidad, se han vuelto muy populares e indispensables en nuestra vida cotidiana. Cisco, en su Informe anual de Internet (2018-2023) publicado en marzo de 2020, pronostica que los teléfonos inteligentes tendrán un crecimiento muy acelerado. Esto significa que más del 70% de la población mundial tendrá un teléfono celular en 2023. Definitivamente, la penetración de los dispositivos móviles tienen un impacto directo en la forma como los estudiantes actuales acceden a la información. Hoy en día, el aprendizaje mediante dispositivos móviles está vinculado a casi todas las actividades relacionadas con el conocimiento. En consecuencia, el uso del aprendizaje

Today’s world demands more efficient learning models that allow students to play a more active role in their education. Technology is having an impact on how instruction is delivered and how information is found and share. Until very recently, the educational models encouraged memorization as an essential learning skill. These days, technologies have changed the educational model and access to information. Knowledge is available online, mostly free, and easily accessible. Reading, sharing, listening and, doing are currently necessary skills for education. Mobile devices have become a complete set of applications, support, and help for educational organizations. By conducting an analysis of the behavior and use of mobile devices on current students, efficient educational applications can be developed. Although there are several initiatives for the use of mobile learning in education, there are also issues linked to this technology that must be addressed. In this work, we present the results of a literature review of mobile learning; the findings described are the result of the analysis of several articles obtained in three scientific repositories. This work also lists certain issues that, if properly addressed, can avoid possible complications to the implementation of this technology in education.

The study of educational innovations has attracted increasing attention from academics and researchers around the world. Educational innovation proposes the implementation of new approaches or practices that are beneficial and make an impact on individuals or academic communities. The current educational model of many higher education institutions (HEIs) was not designed for this generation of “digital natives”. For this reason, HEIs face the challenge of building teaching strategies that generate meaningful educational experiences. This research seeks to address this issue through a systematic mapping that includes empirical research papers from 2015 to 2020 that study innovations in educational practices using mobile devices. A qualitative and quantitative approach was applied using a four-stage research methodology to evidence innovation in higher education. After employing the selected methodology and applying all the exclusion criteria, 27 papers related to the research topic were identified. Mapping was also performed between the corpus of papers and five dimensions on educational innovation (the purpose of learning, the context of learning, the role of the teacher, the role of the learner, and the evidence of the outcome). The findings reveal that the role of the teacher is the dimension that is least analyzed in innovation initiatives, whereas the most analyzed dimension is the purpose of learning. The goal of this work was to explore and identify educational innovations and unveil uncovered fields of research to generate opportunities for new lines of research in educational innovation.

Language is the primordial element for cultural transfer in indigenous communities; if it is not practiced, there is a risk of losing it and with it, a large part of the history of a community. Ecuador is a multicultural and multiethnic country with 18 indigenous peoples. Currently, in this country, some native languages are at risk of disappearing due to factors such as racial discrimination, underestimation of the language, and, above all, the lack of interest and motivation of the new generations to learn this language. Information technologies have made it possible to create mobile applications such as games, dictionaries, and translators that promote the learning of the Kichwa language. However, the acceptance of technology has not been evaluated, nor the intention to involve mobile devices in the process of teaching this language. Subsequently the objective of this work is to explore the acceptance of technology and the use of mobile devices to motivate the learning of the Kichwa language. For this purpose, the mobile application “Otavalo Rimay” was used with several students of a Kichwa language learning center. The methodology used to verify the hypothesis of this work was Design Sciences Research (DSR) together with the theory of acceptance and use of technology (UTAUT). The instrument used for this evaluation was a survey carried out after the use of the mobile application. The statistical analysis of the results obtained indicates characteristics such as the utility and perceived ease of use, positively influence students to motivate the use of mobile devices in learning a language. The results also show the great technological acceptance by students for learning and confirm that currently, mobile learning is accepted for use in education.

With the rise of information technology and digitization, education has been faced with the need to adopt new learning models using technology to create innovative educational methodologies. In addition, due to pandemic restrictions and in order to help contain the spread of the virus (COVID-19), all educational institutions have been forced to switch immediately to online education. The application of augmented reality (AR) in education provides important benefits, such as increased engagement and interactivity, and can help to minimize the negative effects of the disruption of face-to-face education. Therefore, this paper focuses on describing the effect of an augmented reality mobile application (NetAR) that was developed for engineering students as a complement to traditional education. To achieve this objective, an experimental group and a control group were established to work with the application for three weeks for three hours a day. Moreover, there are a number of usability issues with AR that may impact learning effectiveness and motivation. Therefore, the usability of the application was evaluated with the IBM Computer System Usability Questionnaire (CSUQ) tool. The usability results show that users are satisfied with NetAR, and the statistical data from the control group indicate that the application positively affects learning.

Dyslexia is a cognitive disorder that affects the evolutionary ability to read, write, and speak in people, affecting the correct learning of a large percentage of the population worldwide. In fact, incorrect learning is caused because the educational system does not take into consideration the accessibility parameters that people with dyslexia need to maintain a sustainable educational level equal to others. Moreover, the use of mobile devices, such as smartphones and tablets, has been deployed in education programs, offering many benefits; however, the lack of accessibility of those devices creates new barriers to students with dyslexia that hinder their education. With the aim of reducing these barriers, this paper presents an approach to the development of accessible serious games games for children with dyslexia. As a case study, a serious game based on a previously proposed serious game development method and a new set of accessibility guidelines for people with dyslexia is presented. The main purpose of the serious video game is to improve the treatment of dyslexia, through the collection of data obtained from two puzzles designed to train certain cognitive areas that affect this disability. This article has a double contribution: on the one hand, the guidelines and the method that can help video game developers and therapists to develop accessible serious games for people with dyslexia and, on the other hand, the two specific serious games that can be used by therapists, family members and people with dyslexia themselves.

Background: Progress in the field of evolutionary forest ecology has been hampered by the huge challenge of phenotyping trees across their ranges in their natural environments, and the limitation in high-resolution environmental information. Findings: The GenTree Platform contains phenotypic and environmental data from 4,959 trees from 12 ecologically and economically important European forest tree species: Abies alba Mill. (silver fir), Betula pendula Roth. (silver birch), Fagus sylvatica L. (European beech), Picea abies (L.) H. Karst (Norway spruce), Pinus cembra L. (Swiss stone pine), Pinus halepensis Mill. (Aleppo pine), Pinus nigra Arnold (European black pine), Pinus pinaster Aiton (maritime pine), Pinus sylvestris L. (Scots pine), Populus nigra L. (European black poplar), Taxus baccata L. (English yew), and Quercus petraea (Matt.) Liebl. (sessile oak). Phenotypic (height, diameter at breast height, crown size, bark thickness, biomass, straightness, forking, branch angle, fructification), regeneration, environmental in situ measurements (soil depth, vegetation cover, competition indices), and environmental modeling data extracted by using bilinear interpolation accounting for surrounding conditions of each tree (precipitation, temperature, insolation, drought indices) were obtained from trees in 194 sites covering the species’ geographic ranges and reflecting local environmental gradients. Conclusions: The GenTree Platform is a new resource for investigating ecological and evolutionary processes in forest trees. The coherent phenotyping and environmental characterization across 12 species in their European ranges allow for a wide range of analyses from forest ecologists, conservationists, and macro-ecologists. Also, the data here presented can be linked to the GenTree Dendroecological collection, the GenTree Leaf Trait collection, and the GenTree Genomic collection presented elsewhere, which together build the largest evolutionary forest ecology data c

Motivation: Trait variation within species can reveal plastic and/or genetic responses to environmental gradients, and may indicate where local adaptation has occurred. Here, we present a dataset of rangewide variation in leaf traits from seven of the most ecologically and economically important tree species in Europe. Sample collection and trait assessment are embedded in the GenTree project (EU‐Horizon 2020), which aims at characterizing the genetic and phenotypic variability of forest tree species to optimize the management and sustainable use of forest genetic resources. Our dataset captures substantial intra‐ and interspecific leaf phenotypic variability, and provides valuable information for studying the relationship between ecosystem functioning and trait variability of individuals, and the response and resilience of species to environmental changes. Main types of variable contained: We chose morphological and chemical characters linked to trade‐offs between acquisition and conservation of resources and water use, namely specific leaf area, leaf size, carbon and nitrogen content and their ratio, and the isotopic signature of stable isotope ¹³C and ¹⁵N in leaves. Spatial location and grain: We surveyed between 18 and 22 populations per species, 141 in total, across Europe. Time period: Leaf sampling took place between 2016 and 2017. Major taxa and level of measurement: We sampled at least 25 individuals in each population, 3,569 trees in total, and measured traits in 35,755 leaves from seven European tree species, i.e. the conifers Picea abies, Pinus pinaster and Pinus sylvestris, and the broadleaves Betula pendula, Fagus sylvatica, Populus nigra and Quercus petraea. Software format: The data files are in ASCII text, tab delimited, not compressed.

Hasta hace muy poco, los modelos educativos tradicionales fomentaban la memorización como una habilidad esencial para el aprendizaje, esto ha cambiado debido a la llegada y rápida difusión de las tecnologías digitales y el impacto que han tenido en los estudiantes de hoy en día. Esta nueva generación que inunda las aulas no son las personas para la que los modelos educativos de enseñanza y aprendizaje fueron diseñados, ellos nacieron y crecieron junto a la World Wide Web, las redes sociales, los dispositivos móviles y las redes multimedia. Los denominados nativos digitales procesan la información y adquieren conocimiento de manera muy diferente a nuestra generación. Incentivar en ellos una metodología educativa tradicional que involucre el aula, la conferencia magistral y la biblioteca es una batalla perdida. Las nuevas generaciones de estudiantes necesitan nuevos modelos educativos, metodologías pedagógicas innovadoras y una plataforma educativa mas natural y eficaz que se acople a sus habilidades y necesidades. En la última década, las tecnologías de la información (TI) han aumentado a un ritmo nunca antes visto, proporcionando a los alumnos una tecnología digital, accesible, rápida, asequible y portátil. Un claro ejemplo de ello son los dispositivos móviles, los cuales, debido a sus características de movilidad y ubicuidad, se han vuelto muy populares e indispensables en nuestra vida cotidiana. Cisco, en su Informe anual de Internet (2018-2023) publicado en marzo de 2020, pronostica que los teléfonos inteligentes tendrán un crecimiento muy acelerado. Esto significa que más del 70% de la población mundial tendrá un teléfono celular en 2023. Definitivamente, la penetración de los dispositivos móviles tienen un impacto directo en la forma como los estudiantes actuales acceden a la información. Hoy en día, el aprendizaje mediante dispositivos móviles está vinculado a casi todas las actividades relacionadas con el conocimiento. En consecuencia, el uso del aprendizaje

Language is the primordial element for cultural transfer in indigenous communities; if it is not practiced, there is a risk of losing it and with it, a large part of the history of a community. Ecuador is a multicultural and multiethnic country with 18 indigenous peoples. Currently, in this country, some native languages are at risk of disappearing due to factors such as racial discrimination, underestimation of the language, and, above all, the lack of interest and motivation of the new generations to learn this language. Information technologies have made it possible to create mobile applications such as games, dictionaries, and translators that promote the learning of the Kichwa language. However, the acceptance of technology has not been evaluated, nor the intention to involve mobile devices in the process of teaching this language. Subsequently the objective of this work is to explore the acceptance of technology and the use of mobile devices to motivate the learning of the Kichwa language. For this purpose, the mobile application “Otavalo Rimay” was used with several students of a Kichwa language learning center. The methodology used to verify the hypothesis of this work was Design Sciences Research (DSR) together with the theory of acceptance and use of technology (UTAUT). The instrument used for this evaluation was a survey carried out after the use of the mobile application. The statistical analysis of the results obtained indicates characteristics such as the utility and perceived ease of use, positively influence students to motivate the use of mobile devices in learning a language. The results also show the great technological acceptance by students for learning and confirm that currently, mobile learning is accepted for use in education.

With the rise of information technology and digitization, education has been faced with the need to adopt new learning models using technology to create innovative educational methodologies. In addition, due to pandemic restrictions and in order to help contain the spread of the virus (COVID-19), all educational institutions have been forced to switch immediately to online education. The application of augmented reality (AR) in education provides important benefits, such as increased engagement and interactivity, and can help to minimize the negative effects of the disruption of face-to-face education. Therefore, this paper focuses on describing the effect of an augmented reality mobile application (NetAR) that was developed for engineering students as a complement to traditional education. To achieve this objective, an experimental group and a control group were established to work with the application for three weeks for three hours a day. Moreover, there are a number of usability issues with AR that may impact learning effectiveness and motivation. Therefore, the usability of the application was evaluated with the IBM Computer System Usability Questionnaire (CSUQ) tool. The usability results show that users are satisfied with NetAR, and the statistical data from the control group indicate that the application positively affects learning.

The study of educational innovations has attracted increasing attention from academics and researchers around the world. Educational innovation proposes the implementation of new approaches or practices that are beneficial and make an impact on individuals or academic communities. The current educational model of many higher education institutions (HEIs) was not designed for this generation of “digital natives”. For this reason, HEIs face the challenge of building teaching strategies that generate meaningful educational experiences. This research seeks to address this issue through a systematic mapping that includes empirical research papers from 2015 to 2020 that study innovations in educational practices using mobile devices. A qualitative and quantitative approach was applied using a four-stage research methodology to evidence innovation in higher education. After employing the selected methodology and applying all the exclusion criteria, 27 papers related to the research topic were identified. Mapping was also performed between the corpus of papers and five dimensions on educational innovation (the purpose of learning, the context of learning, the role of the teacher, the role of the learner, and the evidence of the outcome). The findings reveal that the role of the teacher is the dimension that is least analyzed in innovation initiatives, whereas the most analyzed dimension is the purpose of learning. The goal of this work was to explore and identify educational innovations and unveil uncovered fields of research to generate opportunities for new lines of research in educational innovation.

Today’s world demands more efficient learning models that allow students to play a more active role in their education. Technology is having an impact on how instruction is delivered and how information is found and share. Until very recently, the educational models encouraged memorization as an essential learning skill. These days, technologies have changed the educational model and access to information. Knowledge is available online, mostly free, and easily accessible. Reading, sharing, listening and, doing are currently necessary skills for education. Mobile devices have become a complete set of applications, support, and help for educational organizations. By conducting an analysis of the behavior and use of mobile devices on current students, efficient educational applications can be developed. Although there are several initiatives for the use of mobile learning in education, there are also issues linked to this technology that must be addressed. In this work, we present the results of a literature review of mobile learning; the findings described are the result of the analysis of several articles obtained in three scientific repositories. This work also lists certain issues that, if properly addressed, can avoid possible complications to the implementation of this technology in education.

Dyslexia is a cognitive disorder that affects the evolutionary ability to read, write, and speak in people, affecting the correct learning of a large percentage of the population worldwide. In fact, incorrect learning is caused because the educational system does not take into consideration the accessibility parameters that people with dyslexia need to maintain a sustainable educational level equal to others. Moreover, the use of mobile devices, such as smartphones and tablets, has been deployed in education programs, offering many benefits; however, the lack of accessibility of those devices creates new barriers to students with dyslexia that hinder their education. With the aim of reducing these barriers, this paper presents an approach to the development of accessible serious games games for children with dyslexia. As a case study, a serious game based on a previously proposed serious game development method and a new set of accessibility guidelines for people with dyslexia is presented. The main purpose of the serious video game is to improve the treatment of dyslexia, through the collection of data obtained from two puzzles designed to train certain cognitive areas that affect this disability. This article has a double contribution: on the one hand, the guidelines and the method that can help video game developers and therapists to develop accessible serious games for people with dyslexia and, on the other hand, the two specific serious games that can be used by therapists, family members and people with dyslexia themselves.

Decentralized cooperative resource allocation schemes for robotic swarms are essential to enable high reliability in high throughput data exchanges. These cooperative schemes require control signaling with the aim to avoid half-duplex problems at the receiver and mitigate interference. We propose two cooperative resource allocation schemes, device sequential and group scheduling, and introduce a control signaling design. We observe that failure in the reception of these control signals leads to non-cooperative behavior and to significant performance degradation. The cause of these failures are identified and specific countermeasures are proposed and evaluated. We compare the proposed resource allocation schemes against the NR sidelink mode 2 resource allocation and show that even though signaling has an important impact on the resource allocation performance, our proposed device sequential and group scheduling resource allocation schemes improve reliability by an order of magnitude compared to sidelink mode 2.

Today, the video game industry is one of the most profitable business markets in the world. Video games are not only being used as a means of entertainment but also to reinforce education. Even though there are unbroken barriers for disabled people to use this kind of applications. Lack of accessible technologies and functions are real problems and a way of discrimination. It is a challenge for every software development organization, even for those who focuses in video game line of work. Many impaired people enjoy playing games in despite of their disabilities; however, some limitations appear when they start to play. This article presents an approach for an accessible video game developing, using Unity Engine and some of its accessibility complements to implement some functions to get better the player experience. This way, people who suffer of visual and hearing disability can be able to play and learn. Within the spectrum of disabilities this project covers are; visual and hearing, multiple variants of color-blindness and reduced vision problems. A series of settings options will have implemented with the final purpose of giving users an easier way to interact with the video game. It should be emphasized that game mechanics are based on various parameters to offer accessibility as brightness reduction, contrast and font-size adjustment, and more. Disability simulation tests will have done in order to prove the video game functionality. This research tries to increase the accessibility for people with impairments in the world of video games.

The dataset presented here was collected by the GenTree project (EU-Horizon 2020), which aims to improve the use of forest genetic resources across Europe by better understanding how trees adapt to their local environment. This dataset of individual tree-core characteristics including ring-width series and whole-core wood density was collected for seven ecologically and economically important European tree species: silver birch (Betula pendula), European beech (Fagus sylvatica), Norway spruce (Picea abies), European black poplar (Populus nigra), maritime pine (Pinus pinaster), Scots pine (Pinus sylvestris), and sessile oak (Quercus petraea). Tree-ring width measurements were obtained from 3600 trees in 142 populations and whole-core wood density was measured for 3098 trees in 125 populations. This dataset covers most of the geographical and climatic range occupied by the selected species. The potential use of it will be highly valuable for assessing ecological and evolutionary responses to environmental conditions as well as for model development and parameterization, to predict adaptability under climate change scenarios.

Today, the video game industry is one of the most profitable business markets in the world. Video games are not only being used as a means of entertainment but also to reinforce education. Even though there are unbroken barriers for disabled people to use this kind of applications. Lack of accessible technologies and functions are real problems and a way of discrimination. It is a challenge for every software development organization, even for those who focuses in video game line of work. Many impaired people enjoy playing games in despite of their disabilities; however, some limitations appear when they start to play. This article presents an approach for an accessible video game developing, using Unity Engine and some of its accessibility complements to implement some functions to get better the player experience. This way, people who suffer of visual and hearing disability can be able to play and learn. Within the spectrum of disabilities this project covers are; visual and hearing, multiple variants of color-blindness and reduced vision problems. A series of settings options will have implemented with the final purpose of giving users an easier way to interact with the video game. It should be emphasized that game mechanics are based on various parameters to offer accessibility as brightness reduction, contrast and font-size adjustment, and more. Disability simulation tests will have done in order to prove the video game functionality. This research tries to increase the accessibility for people with impairments in the world of video games.

In a world in which students are exposed to all kinds of digital stimuli, the traditional educational, in which a teacher gives a lesson in front of a class full of students who listen attentively, may not be very motivating. That is why, in addition to offering new pedagogical possibilities, and helping teachers to nurture their students with new skills and competences, technology plays a key role in the classroom when it comes to generating motivation. In that sense, wearable devices can be a powerful ally. For this reason, in this article, we will show a classification of these devices and the analysis of the main parameters of each of them. Several bibliographical sources were used for this work, such as: research documents, technical articles and official websites of the wearable devices investigated. Seven parameters were obtained to analyze by rating scales to optimize the decision of its possible use.

In a world in which students are exposed to all kinds of digital stimuli, the traditional educational, in which a teacher gives a lesson in front of a class full of students who listen attentively, may not be very motivating. That is why, in addition to offering new pedagogical possibilities, and helping teachers to nurture their students with new skills and competences, technology plays a key role in the classroom when it comes to generating motivation. In that sense, wearable devices can be a powerful ally. For this reason, in this article, we will show a classification of these devices and the analysis of the main parameters of each of them. Several bibliographical sources were used for this work, such as: research documents, technical articles and official websites of the wearable devices investigated. Seven parameters were obtained to analyze by rating scales to optimize the decision of its possible use.

The article presents a system of management risk, which allows to administer the risks in five steps, controlling this way the losses possible of financial instruments in a period. Analyzes in a competitive world it is fundamental and necessary to administer the financial risks and that it is not necessary to implant expensive systems, giving a system alternative to administer risks in small companies with financial activities., El artículo presenta un sistema de gerencia de riesgo, el cual permite administrar los riesgos en cinco pasos, controlando así las pérdidas posibles de un portafolio de instrumentos financieros en un periodo de tiempo dado. Analiza, también, como en un mundo cada vez más competitivo es fundamental y necesario administrar los riesgos financieros y que no es necesario implantar sistemas costosos, dando una alternativa de sistema para administrar riesgos en empresas pequeñas con actividades financieras.

The article presents a system of management risk, which allows to administer the risks in five steps, controlling this way the losses possible of financial instruments in a period. Analyzes in a competitive world it is fundamental and necessary to administer the financial risks and that it is not necessary to implant expensive systems, giving a system alternative to administer risks in small companies with financial activities., El artículo presenta un sistema de gerencia de riesgo, el cual permite administrar los riesgos en cinco pasos, controlando así las pérdidas posibles de un portafolio de instrumentos financieros en un periodo de tiempo dado. Analiza, también, como en un mundo cada vez más competitivo es fundamental y necesario administrar los riesgos financieros y que no es necesario implantar sistemas costosos, dando una alternativa de sistema para administrar riesgos en empresas pequeñas con actividades financieras.

Mucho se ha hablado de la importancia del control de la prostitución dada la proliferación abrumadora de casos del virus de inmunodeficiencia humana y otras ETS, pero poco se ha estudiado el perfil biomédico y social de este grupo de tan alto riesgo epidemiológico. Este trabajo ha pretendido definir el perfil biomédico de este grupo de mujeres en Lebu, determinando parámetros de edad, estado civil, paridad, MAC, antecedentes de ETS y hábitos tabáquicos y alcohólicos. Los resultados obtenidos nos revelan que las mujeres que trabajan con el sexo son madres solteras, en su mayoría con una paridad promedio de 2 hijos. El antecedente de ETS está presente en la mayoría de ellas, sólo un tercio se protege usando preservativo y tienen una alta ingesta de alcohol y consumo de tabaco. Esto lleva a orientar políticas de salud mental que permitan abordar aspectos como los anteriormente estudiados que logren mejorar la calidad de vida de este grupo de mujeres.