Chatbots have arrived in higher education, and professors are trying to make the most of them. Typically, chatbots are used to help students learn academic subjects. In times of crisis, such as the COVID-19 pandemic, students who were not living with their families during the course, especially international students, were isolated and in critical situations. The student services offices were in constant contact with these students to solve problems, advise them and support them during their stay, within the constraints of confinement and the guidelines dictated by the country at the time. The student services offices were overwhelmed trying to help these students because, although the students' problems were very recurrent, the government guidelines changed from one day to the next. This article proposes the use of a chatbot to provide initial support to students during crisis situations, and facilitate communication between them and the university. The chatbot was tested by more than 160 students and student services staff. The findings support the use of chatbots as a potential tool to facilitate communication with students in emerging emergency situations, and encourage universities to adopt these types of smart tools to be prepared to respond quickly and efficiently to students in times of crisis.

Datasets used for the empirical evaluation of the privacy-preserving data mashup protocol. Three data sets can be found:

Vertical partition of educational provider A (Input_DataPartition_A.csv)
Vertical partition of educational provider B (Input_DataPartition_B.csv)
Integrated and k-anonymized output dataset by the privacy-preserving data mashup protocol (Output_AnoymizedIntegratedDataset.csv)

The recent Covid-19 pandemic has presented teachers with new challenges, high-
lighting the need for innovation, renovation, and increased digitisation across all
areas of education, including foreign language learning. At the same time, the
increasing advances in Extended Reality (XR) together with the availability of
authoring tools have created new opportunities to support the teaching/learning
process. However, research suggests that many educators are still reluctant to
integrate such technologies into their teaching syllabus. In this context and with
the idea of encouraging especially language teachers at A1/A2 level to explore the
possibilities of creating novel learning environments using technologies such as
Virtual Reality (VR), in the current study we will share our experience regarding
the use of authoring tools and the design and implementation of a VR language
learning app created with CoSpaces. The latter is a freely available authoring tool
which allows teachers with no specific programming skills to easily create VR
environments in line with their teaching needs. The study consists of two main
parts: the first focuses on describing CoSpaces as an authoring tool and our expe-
rience as developers of a VR app. The second shows the tool’s functioning and
offers those unfamiliar with it a short introduction. It concludes with evaluating
the app’s implementation and analysing teachers' and students' feedback., pp. 54-71

The introduction of mobile devices such as smartphones provides new opportunities to enhance the teaching-learning process of a foreign language. However, its use can affect not only the students' type and form of writing but also their ability to achieve the academic competencies targeted. Thus, aspects such as the development of linguistic and communicative competencies could be affected. In this paper, a comparative analysis of two different versions (a paper and a digital version) of the same learning task is carried out in order to analyze the impact of each on the development of students' linguistic and communicative competencies. The study is conducted with undergraduate students enrolled in a course called German II. Modern Language I (level A1.2, Common European Framework of Reference for Languages). The results obtained illustrate, on the one hand, the advantages of the paper version for developing students' linguistic competence and, on the other hand, that the digital version, despite facilitating students' interaction amongst each other, does not seem to be more suitable for developing students' communicative competence. Future studies will, therefore, focus on identifying those features that might increase the potential of the digital version for fostering the targeted competencies.

Virtual learning environments contain valuable data about students that can be correlated and analyzed to optimize learning. Modern learning environments based on data mashups that collect and integrate data from multiple sources are relevant for learning analytics systems because they provide insights into students' learning. However, data sets involved in mashups may contain personal information of sensitive nature that raises legitimate privacy concerns. Average privacy preservation methods are based on preemptive approaches that limit the published data in a mashup based on access control and authentication schemes. Such limitations may reduce the analytical utility of the data exposed to gain students' learning insights. In order to reconcile utility and privacy preservation of published data, this research proposes a new data mashup protocol capable of merging and k-anonymizing data sets in cloud-based learning environments without jeopardizing the analytical utility of the information. The implementation of the protocol is based on linked data so that data sets involved in the mashups are semantically described, thereby enabling their combination with relevant educational data sources. The k-anonymized data sets returned by the protocol still retain essential information for supporting general data exploration and statistical analysis tasks. The analytical and empirical evaluation shows that the proposed protocol prevents individuals' sensitive information from re-identifying., The Spanish National Research Agency (AEI) funded this research through the project CREPES (ref. PID2020-115844RB-I00) with ERDF funds.

This article presents a study that combines a systematic mapping of the use of gamification in SQL learning with a case study conducted in a database course in higher education. The research addresses the convergence between gamification and SQL learning by evaluating and categorizing existing literature and integrating this review with the analysis of a specific implementation of gamification techniques. Various gamification strategies and approaches used in educational settings to facilitate the understanding and mastery of SQL are examined, highlighting effective practices and areas of opportunity. It also identifies emerging trends, challenges and research gaps, providing a comprehensive overview of gamification in database education. This blend of theoretical analysis and case study aims to inform educators, researchers and practitioners about the current state of gamification in SQL learning, and to encourage critical reflection and innovation to improve pedagogical practice in this specific area.

EvalCOMIX-FLOASS es un entorno virtual de aprendizaje integrado en Moodle que permite la evaluación de resultados de aprendizaje. Para ello, permite la creación de diversos instrumentos de evaluación y la integración de diferentes estrategias de evaluación. Con el objetivo de impulsar la transferencia tecnológica y mejorar la interacción del usuario con la herramienta, se ha llevado a cabo una completa evaluación de la usabilidad. Los hallazgos destacan la relevancia de realizar evaluaciones de usabilidad en el contexto de las herramientas educativas.

Aunque el uso de herramientas de evaluación automáticas ha ido en crecimiento en las últimas décadas, con la llegada de la pandemia del COVID-19 su uso se hizo aún mayor. Entre las herramientas de evaluación automática destacan los cuestionarios, que suelen venir integrados en los principales LMS con una gran variedad de opciones para personalizarlos por cada alumno. Sin embargo, estas opciones son insuficientes cuando el número de alumnos no presenciales crece, y su uso como nota definitiva para evaluación puede estar cuestionada por posibles fraudes en forma de colaboración on-line no autorizada. En este artı́culo presentamos Moodle Exam Miner, una herramienta visual para ayudar en la detección de posibles colaboraciones en la realización de cuestionarios individuales en Moodle disponible como software libre. Los resultados muestran evidencias de colaboraciones de los estudiantes mediante un proceso semiautomático, atendiendo a factores como preguntas, horas de realización, aciertos, entre otros.

La adopción de Inteligencias Artificiales Generativas ha revolucionado la producción de contenidos digitales de diverso tipo. Más allá´ de su adopción en contextos empresariales, en la academia ha afectado mucho al trabajo autónomo y realización de proyectos. Sin embargo, más allá´ de temas éticos, hay un trasfondo práctico importante, pues son sistemas basados en métodos estadísticos y sujetos a fallos inesperados en su salida. Es por ello que sus usuarios deben ser críticos con las propuestas de estos sistemas y tener capacidad para evaluarlas. En este artículo presentamos una experiencia desarrollada en una asignatura de Bases de Datos del Grado en Ingeniería Informática, en la que se pedía a los alumnos revisar la salida que proporcionaba BingChat al enunciado de un examen sobre diseño de bases de datos relacionales que se realizó previamente en la asignatura. Los alumnos además completaron un cuestionario Technology Acceptance Model para expresar su parece con la experiencia. Los resultados en general mostraron una actitud positiva hacia la herramienta pero con ciertos reparos a su uso sin una formación previa adecuada.

Cross-matching data stored on separate files is an everyday activity in the scientific domain. However, sometimes the relation between attributes may not be obvious. The discovery of foreign keys on relational databases is a similar problem. Thus techniques devised for this problem can be adapted. Nonetheless, when the data is numeric and subject to uncertainty, this adaptation is not trivial. This paper firstly introduces the concept of Equally-Distributed Dependencies, which is similar to the Inclusion Dependencies from the relational domain. We describe a correspondence in order to bridge existing ideas. We then propose PresQ: a new algorithm based on the search of maximal quasi-cliques on hyper-graphs to make it more robust to the nature of uncertain numerical data. This algorithm has been tested on seven public datasets, showing promising results both in its capacity to find multidimensional equally-distributed sets of attributes and in run-time.

Rapid technological advances require constant innovation and the creation of new products and services, the improvement of processes and the optimisation of resources. This constant evolution in all areas of society, including education, poses a persistent challenge to educators and institutions, requiring continuous adaptation of pedagogical models to accommodate technological advances while ensuring ethical and inclusive development. This paper outlines our journey as researchers, language teachers and instructional designers, focusing on the adoption of Extended Reality (XR) technologies and the development of several XR resources for our language learning courses. The resources were developed using two distinct end-user development (EUD) tools (e.g., CoSpaces, ARTutor) designed for non-programmers. This allowed for the creation of several apps specifically tailored to the needs of our language learners. Prior to their incorporation into the established corpus of learning materials, learners were provided with guidance on the technical and pedagogical functions of the apps. Subsequently, learners were encouraged to utilise them for their regular learning outside the classroom. Feedback was gathered using an adapted Technology Acceptance Model (TAM) questionnaire and several language assessment tests, which revealed a positive perception of the usability and usefulness of the resources for language learning. Data analysis using SPSSv27 highlighted the effectiveness of the resources, particularly in improving oral comprehension and production, although less impact was noted on writing skills. In addition, the study findings of the study highlight both the motivational and facilitative power of XR technologies to overcome traditional learning constraints and provide effective and engaging language learning experiences, as well as the transformative potential of XR and EUD tools in language teaching. The study advocates that teachers move from being passive users to proactive creators of XR-enhanced learning materials, and emphasises the importance of a balanced integration of digital and traditional resources tailored to learners’ needs.

SQL is a key programming language for data scientists, but its learning is sometimes challenging, especially if the learner does not have a proper computer science background. This article introduces ChatbotSQL, a conversational agent that aims to support the autonomous learning of the SQL language for database querying. ChatbotSQL proposes exercises and guides about the steps to be taken by the learner in case of doubts, providing customised feedback. ChatbotSQL has been created on top of IBM Watson Assistant and is available in a web platform. Students in a higher education database subject used ChatbotSQL extensively, showing a positive perception of its usefulness in supporting the resolution of complex queries, This paper is part of the R&D project CREPES (ref. PID2020-115844RB-I00), funded by MCIN/AEI/10.13039/501100011033/. It is also partially granted by the ``EMERGIA'' programme, funded by the Junta de Andalucia through the grant EMC21_004171.

El aumento de las actividades virtuales ha evidenciado la necesidad de mejorar las experiencias en línea, como la ̃enseñanza de idiomas. Los Entornos de Aprendizaje Virtual (EVA) han avanzado gracias a tecnologías como la Realidad Virtual (RV) y los chatbots, pero su desarrollo requiere habilidades de programación avanzadas. Este trabajo introduce extensiones para MIT App Inventor que simplifican la creación de aplicaciones de aprendizaje móvil con chatbots en RV, incluyendo el monitoreo de la actividad estudiantil. Utiliza lenguajes de programación en bloques y diagramas de Notación y Modelado de Procesos de Negocio (BPMN). Las extensiones se probaron en la aplicación de aprendizaje de idiomas Let’s date!, que mostró ser efectiva en la enseñanza del alemán.

Comprehension of stories requires readers to take the perspective of the story characters and imagine or feel their cognitive and affective states. The study investigated how variations in emotional valence within a literary text affected readers' global text processing, as reflected in their eye movements during the first and second-pass reading, and their memory for text. Processes of reading were also examined in relation to readers' dispositional empathy. Undergraduate students (N = 42) were assigned to an emotionally negative or neutral reading condition. They read a natural text passage from a suspense story while their ocular behavior was registered. After reading, they responded to multiple-choice questions assessing their memory of the text. Results revealed longer first-pass fixation times for content evoking negative emotions than for neutral content, which could be suggestive of a more analytical processing of the former. These effects were however local and did not impact the processing of the text at global level. Memory for the emotionally negative content was more accurate than memory for the neutral content. Dispositional empathy did not contribute to reading processes and outcome. Findings are discussed against the mixed results in the current literature and practical implications are also outlined.

This chapter explores the potential of end-user development (EUD) tools to create virtual reality (VR)-based learning environments that are easy to use, engaging and effective in supporting foreign language acquisition. With this purpose in mind, the authors have designed a VR app (360° Sightseeing Tour) employing CoSpaces. This freely available EUD tool can be downloaded by any stakeholder from the official CoSpaces website. Unlike other popular virtual learning platforms such as OpenSim or Second Life, which have been used for decades to support language learning, Cospaces does not require any programming knowledge. CoSpaces could offer unprecedented opportunities to create novel, immersive, effective and engaging learning environments aligned with teachers’ needs. A case study was run to explore the educational and motivational potential of VR apps created with CoSpaces. During the case study, the authors asked 72 beginner German language learners (A1 level, CEFR) from a Spanish University to participate in a virtual sightseeing tour using the VR 360° Sightseeing Tour app. The app was designed based on Krashen’s natural approach and aimed at supporting students, especially during autonomous language learning beyond the classroom, fostering their vocabulary acquisition and comprehension skills. The results from the analysis suggest that EUD tools such as CoSpaces could offer teachers new opportunities to create VR environments that are engaging as well as effective learning tools, supporting immersive, contextualized and explorative learning, all said to benefit especially vocabulary acquisition. The results further suggest that EUD tools and VR apps, as used for the current case study, entail valuable potential to address several ethical issues related to pedagogy, the digital divide and inclusiveness., Este capítulo explora el potencial de las herramientas de desarrollo de usuario final (EUD) para crear entornos de aprendizaje basados ​​en realidad virtual (RV) que sean fáciles de usar, atractivos y efectivos para apoyar la adquisición de lenguas extranjeras. Con este propósito en mente, los autores han diseñado una aplicación de RV (360° Sightseeing Tour) que emplea CoSpaces. Esta herramienta EUD disponible de forma gratuita puede ser descargada por cualquier interesado desde el sitio web oficial de CoSpaces. A diferencia de otras plataformas de aprendizaje virtual populares como OpenSim o Second Life, que se han utilizado durante décadas para apoyar el aprendizaje de idiomas, CoSpaces no requiere ningún conocimiento de programación. CoSpaces podría ofrecer oportunidades sin precedentes para crear entornos de aprendizaje novedosos, inmersivos, efectivos y atractivos alineados con las necesidades de los profesores. Se realizó un estudio de caso para explorar el potencial educativo y motivacional de las aplicaciones de RV creadas con CoSpaces. Durante el estudio de caso, los autores pidieron a 72 estudiantes principiantes de alemán (nivel A1, MCER) de una universidad española que participaran en un recorrido turístico virtual utilizando la aplicación VR 360° Sightseeing Tour. La aplicación se diseñó basándose en el enfoque natural de Krashen y tenía como objetivo apoyar a los estudiantes, especialmente durante el aprendizaje autónomo de idiomas fuera del aula, fomentando su adquisición de vocabulario y habilidades de comprensión. Los resultados del análisis sugieren que las herramientas EUD como CoSpaces podrían ofrecer a los docentes nuevas oportunidades para crear entornos de realidad virtual que sean atractivos y eficaces, apoyando el aprendizaje inmersivo, contextualizado y exploratorio, todo lo cual se dice que beneficia especialmente la adquisición de vocabulario. Los resultados sugieren además que las herramientas EUD y las aplicaciones de realidad virtual, como las utilizadas para el estudio de caso actual, conllevan un potencial valioso para abordar varias cuestiones éticas relacionadas con la pedagogía, la brecha digital y la inclusión.

The COVID-19 pandemic has led to face-to-face activities being developed in a virtual format that often offers a poor experience
in areas such as education. Virtual Learning Environments have improved in recent years thanks to new technologies
such as Virtual Reality or Chatbots. However, creating Virtual Learning Environments requires advanced programming
knowledge, so this work is aimed to enable teachers to create these new environments easily. This work presents a set of
extensions for App Inventor that facilitate the authoring of mobile learning apps that use Chatbots in a Virtual Reality environment,
while simultaneously monitoring of student activity. This proposal is based on integrating block-based languages
and Business Process Model and Notation diagrams. The developed extensions were successfully implemented in an educational
app called Let’s date!. A quantitative analysis of the use of these extensions in App Inventor was also carried out,
resulting in a significant reduction in the number of blocks required. The proposed contribution has demonstrated its validity
in creating virtual learning environments through visual programming and modelling, reducing development complexity.