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 Nº 70 - MAYO- 2024

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PIXEL-BIT
REVISTA DE MEDIOS Y EDUCACIÓN

Píxel-Bit. Revista de Medios y Educación. 2024 - ISSN: 1133-8482. e-ISSN: 2171-7966.

 Nº 70
PIXEL-BIT
REVISTA DE MEDIOS Y EDUCACIÓN

MAYO 2024
EQUIPO EDITORIAL (EDITORIAL BOARD)

Píxel-Bit. Revista de Medios y Educación. 2023 - ISSN: 1133-8482. e-ISSN: 2171-7966.

EDITOR JEFE (EDITOR IN CHIEF)
Dr. Julio Cabero Almenara, Departamento de Didáctica y Organización Educativa, Facultad de CC de la Educación,
Director del Grupo de Investigación Didáctica. Universidad de Sevilla (España)

EDITOR ADJUNTO (ASSISTANT EDITOR)

Dr. Juan Jesús Gutiérrez Castillo, Departamento de Didáctica y Organización Educativa. Facultad de CC de la Educación,
Universidad de Sevilla (España)

Dr. Óscar M. Gallego Pérez, Grupo de Investigación Didáctica, Universidad de Sevilla (España)

EDITORES ASOCIADOS

Dra. Urtza Garay Ruiz, Universidad del País Vasco. (España)

Dra. Ivanovnna Milqueya Cruz Pichardo, Pontificia Universidad Católica Madre y Maestra. (República Dominicana)
Dra. Carmen Llorente Cejudo, Universidad de Sevilla (España)

CONSEJO METODOLÓGICO

Dr. José González Such, Universidad de Valencia (España)

Dr. Antonio Matas Terrón, Universidad de Málaga (España)
Dra. Cynthia Martínez-Garrido, Universidad Autónoma de Madrid (España)
Dr. Luis Carro Sancristóbal, Universidad de Valladolid (España)
Dra. Nina Hidalgo Farran, Universidad Autónoma de Madrid (España)

CONSEJO DE REDACCIÓN

Dra. María Puig Gutiérrez, Universidad de Sevilla. (España)

Dra. Sandra Martínez Pérez, Universidad de Barcelona (España)
Dr. Selín Carrasco, Universidad de La Punta (Argentina)
Dr. Jackson Collares, Universidades Federal do Amazonas (Brasil)
Dra. Kitty Gaona, Universidad Autónoma de Asunción (Paraguay)
Dr. Vito José de Jesús Carioca. Instituto Politécnico de Beja Ciencias da Educación (Portugal)
Dra. Elvira Esther Navas, Universidad Metropolitana de Venezuela (Venezuela)
Dr. Angel Puentes Puente, Pontificia Universidad Católica Madre y Maestra. Santo Domingo (República Dominicana)
Dr. Fabrizio Manuel Sirignano, Università degli Studi Suor Orsola Benincasa (Italia)
Dra. Sonia Aguilar Gavira. Universidad de Cádiz (España)
Dra. Eloisa Reche Urbano. Universidad de Córdoba (España)

CONSEJO TÉCNICO

Dra. Raquel Barragán Sánchez, Grupo de Investigación Didáctica, Universidad de Sevilla (España)
Dr. Antonio Palacios Rodríguez, Grupo de Investigación Didáctica, Universidad de Sevilla (España)
Dr. Manuel Serrano Hidalgo, Grupo de Investigación Didáctica, Universidad de Sevilla (España)
Diseño de portada: Dña. Lucía Terrones García, Universidad de Sevilla (España)
Revisor/corrector de textos en inglés: Dra. Rubicelia Valencia Ortiz, MacMillan Education (México)
Revisores metodológicos: evaluadores asignados a cada artículo

CONSEJO CIENTÍFICO

Jordi Adell Segura, Universidad Jaume I Castellón (España)

Ignacio Aguaded Gómez, Universidad de Huelva (España)
María Victoria Aguiar Perera, Universidad de Las Palmas de Gran Canaria (España)
Olga María Alegre de la Rosa, Universidad de la Laguna Tenerife (España)
Manuel Área Moreira, Universidad de la Laguna Tenerife (España)
Patricia Ávila Muñoz, Instituto Latinoamericano de Comunicación Educativa (México)
Antonio Bartolomé Pina, Universidad de Barcelona (España)
Angel Manuel Bautista Valencia, Universidad Central de Panamá (Panamá)
Jos Beishuizen, Vrije Universiteit Amsterdam (Holanda)
Florentino Blázquez Entonado, Universidad de Extremadura (España)
Silvana Calaprice, Università degli studi di Bari (Italia)
Selín Carrasco, Universidad de La Punta (Argentina)
Raimundo Carrasco Soto, Universidad de Durango (México)
Zulma Cataldi, Universidad de Buenos Aires (Argentina)
Luciano Cecconi, Università degli Studi di Modena (Italia)
Jean-François Cerisier, Université de Poitiers, Francia
Jordi Lluís Coiduras Rodríguez, Universidad de Lleida (España)

Píxel-Bit. Revista de Medios y Educación. 2023 - ISSN: 1133-8482. e-ISSN: 2171-7966.

Jackson Collares, Universidades Federal do Amazonas (Brasil)
Enricomaria Corbi, Università degli Studi Suor Orsola Benincasa (Italia)
Marialaura Cunzio, Università degli Studi Suor Orsola Benincasa (Italia)
Brigitte Denis, Université de Liège (Bélgica)
Floriana Falcinelli, Università degli Studi di Perugia (Italia)
Maria Cecilia Fonseca Sardi, Universidad Metropolitana de Venezuela (Venezuela)
Maribel Santos Miranda Pinto, Universidade do Minho (Portugal)
Kitty Gaona, Universidad Autónoma de Asunción (Paraguay)
María-Jesús Gallego-Arrufat, Universidad de Granada (España)
Lorenzo García Aretio, UNED (España)
Ana García-Valcarcel Muñoz-Repiso, Universidad de Salamanca (España)
Antonio Bautista García-Vera, Universidad Complutense de Madrid (España)
José Manuel Gómez y Méndez, Universidad de Sevilla (España)
Mercedes González Sanmamed, Universidad de La Coruña (España)
Manuel González-Sicilia Llamas, Universidad Católica San Antonio-Murcia (España)
António José Meneses Osório, Universidade do Minho (Portugal)
Carol Halal Orfali, Universidad Tecnológica de Chile INACAP (Chile)
Mauricio Hernández Ramírez, Universidad Autónoma de Tamaulipas (México)
Ana Landeta Etxeberría, Universidad a Distancia de Madrid (UDIMA)
Linda Lavelle, Plymouth Institute of Education (Inglaterra)
Fernando Leal Ríos, Universidad Autónoma de Tamaulipas (México)
Paul Lefrere, Cca (UK)
Carlos Marcelo García, Universidad de Sevilla (España)
Francois Marchessou, Universidad de Poittiers, París (Francia)
Francesca Marone, Università degli Studi di Napoli Federico II (Italia)
Francisco Martínez Sánchez, Universidad de Murcia (España)
Ivory de Lourdes Mogollón de Lugo, Universidad Central de Venezuela (Venezuela)
Angela Muschitiello, Università degli studi di Bari (Italia)
Margherita Musello, Università degli Studi Suor Orsola Benincasa (Italia)
Elvira Esther Navas, Universidad Metropolitana de Venezuela (Venezuela)
Trinidad Núñez Domínguez, Universidad de Sevilla (España)
James O’Higgins, de la Universidad de Dublín (UK)
José Antonio Ortega Carrillo, Universidad de Granada (España)
Gabriela Padilla, Universidad Autónoma de Tumalipas (México)
Ramón Pérez Pérez, Universidad de Oviedo (España)
Angel Puentes Puente, Pontificia Universidad Católica Madre y Maestra. Santo Domingo (República Dominicana)
Juan Jesús Gutiérrez Castillo, Universidad de Sevilla (España)
Julio Manuel Barroso Osuna, Universidad de Sevilla (España)
Rosalía Romero Tena. Universidad de Sevilla (España)
Hommy Rosario, Universidad de Carabobo (Venezuela)
Pier Giuseppe Rossi, Università di Macerata (Italia)
Jesús Salinas Ibáñez, Universidad Islas Baleares (España)
Yamile Sandoval Romero, Universidad de Santiago de Cali (Colombia)
Albert Sangrá Morer, Universidad Oberta de Catalunya (España)
Ángel Sanmartín Alonso, Universidad de Valencia (España)
Horacio Santángelo, Universidad Tecnológica Nacional (Argentina)
Francisco Solá Cabrera, Universidad de Sevilla (España)
Jan Frick, Stavanger University (Noruega)
Karl Steffens, Universidad de Colonia (Alemania)
Seppo Tella, Helsinki University (Finlandia)
Hanne Wacher Kjaergaard, Aarhus University (Dinamarca)
 Píxel-Bit. Revista de Medios y Educación. 2023 - ISSN: 1133-8482. e-ISSN: 2171-7966.
FACTOR DE IMPACTO (IMPACT FACTOR)

SCOPUS Q1 Education: Posición 236 de 1406 (83% Percentil). CiteScore Tracker 2022: 5,6 - Journal Citation
Indicator (JCI). Emerging Sources Citation Index (ESCI). Categoria: Education & Educational Research.
Posición 257 de 739. Cuartil Q2 (Percentil: 65.29) - FECYT: Ciencias de la Educación. Cuartil 1. Posición
16. Puntuación: 35,68- DIALNET MÉTRICAS (Factor impacto 2021: 1.72. Q1 Educación. Posición 12 de
228) - REDIB Calificación Glogal: 29,102 (71/1.119) Percentil del Factor de Impacto Normalizado: 95,455-
ERIH PLUS - Clasificación CIRC: B- Categoría ANEP: B - CARHUS (+2018): B - MIAR (ICDS 2020): 9,9
- Google Scholar (global): h5: 42; Mediana: 42 - Journal Scholar Metric Q2 Educación. Actualización 2016
Posición: 405a de 1,115- Criterios ANECA: 20 de 21 - INDEX COPERNICUS Puntuación ICV 2019: 95.10

Píxel-Bit, Revista de Medios y Educación está indexada entre otras bases en: SCOPUS, Fecyt, DOAJ, Iresie, ISOC
(CSIC/CINDOC), DICE, MIAR, IN-RECS, RESH, Ulrich’s Periodicals, Catálogo Latindex, Biné-EDUSOL,
Dialnet, Redinet, OEI, DOCE, Scribd, Redalyc, Red Iberoamericana de Revistas de Comunicación y Cultura,
Gage Cengage Learning, Centro de Documentación del Observatorio de la Infancia en Andalucía. Además de estar
presente en portales especializados, Buscadores Científicos y Catálogos de Bibliotecas de reconocido prestigio, y
pendiente de evaluación en otras bases de datos.

EDITA (PUBLISHED BY)

Grupo de Investigación Didáctica (HUM-390). Universidad de Sevilla (España). Facultad de Ciencias de la

Educación. Departamento de Didáctica y Organización Educativa. C/ Pirotecnia s/n, 41013 Sevilla.
Dirección de correo electrónico: revistapixelbit@[Link] . URL: [Link]
ISSN: 1133-8482; e-ISSN: 2171-7966; Depósito Legal: SE-1725-02
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PIXEL-BIT
REVISTA DE MEDIOS Y EDUCACIÓN

Índice
Nº 70
MAYO 2024

Píxel-Bit. Revista de Medios y Educación. 2024 - ISSN: 1133-8482. e-ISSN: 2171-7966.

1.- Efectos de la realidad aumentada y virtual en estudiantes con TEA // Effects of augmented and virtual
reality on students with ASD 7
Jesús López-Belmonte, Pablo Dúo-Terrón, Antonio-José Moreno-Guerrero, José-Antonio Marín-Marín

2.- Robots sociales, música y movimiento: percepciones de las personas mayores sobre el robot Pepper
para su formación// Social robots, music and movement: Older people's perceptions of the Pepper training robot 25
Rosabel Martínez-Roig

3.- Prevalencia del uso problemático de Internet y factores asociados en estudiantes universitarios 43
hondureñoses // Prevalence of problematic Internet use and factors associated among honduran university
students.
Isabel Martínez-Álvarez, Sergio Hidalgo-Fuentes, Fátima Llamas-Salguero, Iris Suyapa Pineda-Zelaya

4.- Validación de contenido de una escala sobre actitudes hacia la programación y el pensamiento 61
computacional en docentes de Primaria a partir del método Delphi // Validation of content of a scale on
attitudes towards programming and computational thinking in primary school teachers using the Delphi method.
Ana González-Cervera, Olga Martín-Carrasquilla, Yolanda González-Arechavala
77
5.- Implementing the Power of Blended Learning in the Era of AI War in Indonesia // Implementación del poder
del Blended Learning en la era de la guerra de la IA en Indonesia.
Muhamad Jhoni, Muhamad Fauzi, Maslinawati Mohammad, Faizatul Mabruroh , Fitri Oviyanti

6.- Análisis del uso de la inteligencia artificial en la educación universitaria: una revisión sistemática// Analysis of the use 97
of artificial intelligence in university education: a systematic review.
Óscar López-Regalado, Nemecio Núñez-Rojas, Óscar Rafael López-Gil, José Sánchez-Rodríguez
7.- Perfil Competencial del Profesorado Andaluz en Seguridad Digital: Evaluación de la Protección de 123
Datos y Privacidad de acuerdo con el Marco de Competencias Digitales para la Ciudadanía (DigComp
2.2) // Competency Profile of Andalusian Teachers in Digital Security: Evaluation of Data Protection and Privacy
in accordance with the Digital Competencies Framework for Citizenship (DigComp 2.2).
Rafael Villén-Contreras, Miriam Agreda-Montoro, Javier Rodríguez-Moreno

8.- Análisis de vídeo-anotaciones sobre el uso de recursos tecnológicos durante el Prácticum //

Analysis of video-annotations on the use of technological resources during the Practicum 143
Olalla García-Fuentes, Manuela Raposo- Rivas, María-Esther Martínez-Figueira, José Antonio Sarmiento-
Campos

9.- Efecto de la enseñanza virtual sobre el rendimiento académico universitario: Un análisis de 145
regresiones de Difference in Difference // Effect of virtual teaching on university academic performance: A
Difference in Difference regression análisis.
Ignacio Romero-Cruz

10.- Millennials vs Centennials: ¿diferentes formas de aprender? // Millennials vs Centennials: Different 163
Ways of Learning?.
Anna Sánchez-Caballé, José Cela-Ranilla, Francesc Esteve-Mon
 Analysis of the Use of Artificial Intelligence in University
Education: A Systematic Review
Análisis del uso de la inteligencia artificial en la educación universitaria: una
revisión sistemática

Dr. Óscar López-Regalado

Docente a tiempo completo. Universidad César Vallejo, Perú

Dr. Nemecio Núñez-Rojas

Docente a tiempo completo. Universidad San Ignacio de Loyola, Perú

D. Óscar Rafael López-Gil

Interno de Medicina Humana. Universidad Católica Santo Toribio de Magrovejo, Perú

Dr. José Sánchez-Rodríguez

Profesor Titular de Universidad. Universidad de Málaga, España

Recibido: 2024/01/07; Revisado: 2024/01/31; Aceptado: 2024/04/24; Online First: 2024/04/29; Publicado: 2024/05/01

RESUMEN
The frequent changes in university education have been structurally disrupted by the incorporation of artificial intelligence (AI),
through the use and application by students and professors in the teaching-learning process. The objective was to analyze
and interpret the results of artificial intelligence in university education and assess its contributions in the period from 2019 to
2023. The method was applied systematic and bibliometric review to answer the specific research questions, using clear,
systematic and replicable search methods; A universe of 917 publications indexed in Scopus, WoS and PubMed was accessed
and a sample of 59 scientific articles was selected. The results indicate that most of the publications have been carried out in
China, followed by Spain and the United States, there is also evidence of little collaboration between researchers, dispersion
in specific topics and isolation in small networks. In universities, the application of artificial intelligence tools is evidenced, in
their correct use for the development of deep learning with the activation of higher cognitive processes in students, who require
the pedagogical guidance of teachers trained in this subject.

ABSTRACT
Frequent changes in university education have been structurally disrupted by the incorporation of artificial intelligence (AI),
through the use and application by students and professors in the teaching-learning process. The objective was to analyze
and interpret the results of artificial intelligence in university education and assess its contributions in the period from 2019 to
2023. The method was applied systematic and bibliometric review to answer the specific research questions, using clear,
systematic and replicable search methods; a universe of 917 publications indexed in Scopus, WoS and PubMed was accessed
and a sample of 59 scientific articles was selected. The results indicate that most of the publications have been made in China,
followed by Spain and the United States; there is also scarce collaboration among researchers, dispersion in specific topics
and isolation in small networks. In universities, there is evidence of the application of artificial intelligence tools, in their correct
use for the development of deep learning with the activation of higher cognitive processes in students, who require the
pedagogical guidance of teachers trained in this subject.

KEYWORDS · KEYWORDS
Artificial intelligence; college education; teaching; learning; research.
Inteligencia artificial; educación universitaria; enseñanza; aprendizaje; investigación.

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1. Introduction
Technological progress has transformed global behaviors and habits, especially in
communication, interaction, and information consumption, thanks to Information and
Communication Technologies (ICTs) that are now an integral part of daily life. In this context,
there is a need for the world's educational systems to evolve and, in particular, for
universities to adapt to the social trends and practices of the moment (Bozkurt et al., 2021).
In this context, Artificial Intelligence (AI) is one of the concepts with exponential
development in recent months, in different fields of human knowledge, including education.
AI originated in 1950 and was first implemented in 1956. It was conceived as computer
systems that perform cognitive tasks similar to human mental ones, including machine
learning, natural language processing, data mining, neural networks, and problem-solving
algorithms. (King, 2023; Kit et al., 2021; Rangel-de Lázaro & Duart, 2023).
AI has the potential to be used in different areas of science; In the field of education, it
contributes to the automation of administrative, pedagogical tasks, support within the
classroom for students and teachers. In addition, outside the school environment, it serves
as support for the performance of academic work for both (Fennel-Lucena et al., 2019).
However, on the academic side, it is still not contributing to the development of higher
thinking such as critical thinking, problem-solving, creativity, and knowledge management
(Bates et al., 2020); in university education, there is a lack of critical reflection on: the
pedagogical, ethical, metacognitive, evaluation and academic integrity implications (Bozkurt
et al., 2021; Khosravi et al., 2022); likewise, in education there is a lot of concern about
generative AI around teaching, learning, originality and plagiarism as ethical considerations
for a more connected world in the field of education (Chatterjee & Dethlefs, 2023; Lim et al.,
2023).
In university higher education, AIs must be taken full advantage of, developing precise
and specific language, in order to understand how AI-powered technologies affect the
dynamics of teaching and learning processes (Bearman et al., 2023).
The advancement of AI and emerging computing technologies such as: quantum
computing, wearable devices, robots, sensing devices, wireless devices, and 5G, can be
used for teaching, learning, and educational management (Gwo-Jen et al., 2020).
The teaching of AI got its start in college education, when advanced programming
educators struggled to convey ideas and concepts to K-12 students about syntax-based
programming (Kit et al., 2021), along these lines, educational software that incorporates
artificial intelligence techniques is more frequently used with the intention of strengthening
the teaching and learning process (Bates et al., 2020).
Universities must address AI in accordance with the socio-technical changes produced
by transformations in the perception of authority and the capacity for action in the academic
field (Bearman et al., 2023); it also deals with it from a dystopian point of view (present today),
facing the challenges, opportunities and utopian (near future), assimilating the exponential
growth of technology and the increase in the capacity of AI, which challenges labor practices
and plays a fundamental role in the evolution of society (Bearman et al., 2023; Carson 2019;
Moscardini et al., 2022).
The application of AI in higher education offers opportunities such as using AI-based
learning models to ethics in their application, including: assessing student performance,

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investigating the effectiveness of AI systems, re-evaluating existing educational theories,
the importance of using big data analytics, as well as collaboration between humans and AI
systems (Gwo-Jen et al., 2020).
Some university professionals are concerned that many students misuse AI tools for
plagiarism, academic integrity, or misuse data in research (Bockting et al., 2023 cited in
Crawford et al., 2023); however, university professors must be willing to generate new ways
of learning (Crawford et al., 2023) adapting their style of teaching, assessment and
development of teaching materials.
AI in universities affects: teaching, learning, teaching-learning process, educational
management and research itself, to know it the following questions are posed: What is the
annual production, the distribution by countries and sources that publish about the research?;
What is the relationship between the titles, keywords of the author and the abstract of the
articles? What is the temporal relevance of the keywords in the context of the study? How
does collaboration between authors occur and the frequency of citation of the articles
investigated? What is the contribution of AI to teaching, learning, teaching-learning process,
educational management, and research in universities between 2019 and 2023?
To achieve the above, two objectives are proposed: 1. To analyze and interpret the
bibliometric results of the biblioshiny on artificial intelligence in university education and 2.
To evaluate the contribution of AI to teaching, learning, teaching-learning process,
educational management and research in universities between 2019 and 2023.

2. Methodology
The purpose of the systematic and bibliometric review is to answer specific questions,
through clear, systematic and replicable search methods, to identify the sources of
information, reducing bias in selection (Arévalo et al., 2021; Lame, 2019). This is followed
by a process of extracting and coding data from studies to synthesize findings and project
knowledge that can be applied in practice.

3.1. Search strategy

The search was carried out with descriptors in English related to artificial intelligence,
performing an advanced search in the international databases: Scopus, WOS and PubMed,
using Boolean operators AND and OR, being the search algorithm: ("Artificial Intelligence"
OR "Machine Learning" OR "Intelligent Tutoring Systems" OR "expert systems" OR
"Machine Intelligence") AND ("Higher Education" OR "Institutions of Higher Education" OR
"University Education" OR "Higher Education" Science Education"), the combination of
operators and specific constraints yielded 484 papers in Scopus, 288 in WOS, and 145 in
PubMed, for a total of 917 papers.

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3.2. Inclusion and Exclusion Criteria
The inclusion criteria were precisely defined: 1) articles published between 2019 and
2023; 2) availability in English and Spanish; 3) access to the full text; 4) articles exclusively
on university education or university higher education; 5) varied geographical origin and 6)
open access.
On the other hand, the exclusion criteria were based on 1) documents not relevant to
the research topic; 2) duplicates in databases; 3) theoretical, systematic, qualitative, and
proposed review articles; 4) languages other than English and Spanish; 5) retracted
scientific article; 6) Articles outside the years covered by the study. After these processes,
Figure 1 excluded 858 documents and included 59 articles suitable for analysis.

3.3. Data collection

The data collection process was divided into five stages:
1. Initial collection: Scopus, WOS and PubMed articles were accessed, initially
obtaining 917 documents. 60 duplicates were eliminated, and a review of titles and
abstracts was conducted, resulting in the exclusion of 676 articles. At the end of this
stage, there was a set of 181 articles.

2. Extraction and formatting: We extracted 99 articles from Scopus, 77 from WOS

in bibtex or. bib format, and 5 from PubMed in .txt format. These documents were
processed in the Rstudio tool, generating a file with a. Rproj.

3. Data integration: The bibliometrix (biblioshiny) file with. Rproj to export an Excel
file that will integrate the information from the three databases.

4. Exhaustive analysis: The articles were downloaded and read carefully in their
entirety. Following this detailed analysis, 122 documents were excluded for reasons
detailed in the PRISMA diagram.

5. Final selection and analysis: 59 articles were kept as a sample for analysis. These
documents were quantitatively processed using the bibliometrix (biblioshiny) tool. In
addition, a thorough and detailed reading of each article was carried out to develop
a matrix of categories related to the objectives of the study.

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Figure 1
Exclusion and inclusion process

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3. Analysis and results
3.1. Quantitative bibliometric analysis
The research focuses on scientific articles published between 2019 and 2023 in Table
1, specifically on the relationship between artificial intelligence and university education. A
total of 59 documents were selected according to strict quality criteria, identified in
prestigious databases such as Scopus, WOS, and PubMed. Despite the short period
considered, 204 keywords used by the authors were found. The lack of research carried out
by a single author is remarkable, indicating the need to foster collaboration between
researchers worldwide.

Table 1
Main Information
Description Results
Time Frame 2019-2023
Sources (magazines) 43
Documents 59
Average Document Age 0,78
Average citations per document 2.797
References 1485
More Keywords (ID) 111
Author's Keywords (DE) 204
Authors 191
Single-author papers 8
Co-authors per document 3.46
Percentage of international co-authorship 22.03
Note: Source: Data from biblioshiny

Figure 2

Annual production

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 The representation of the production of articles per year in Figure 2 shows that
research activity was mainly concentrated between 2020 and 2023, with the last year
being the most prominent, with 28 articles identified during the consultation in the
databases on October 6 and 7. In contrast, the year 2020 had a reduced production,
with only one article identified, and no relevant documents were found for the year 2019.

Figure 3

Scientific production by country

Figure 3 shows the geographical distribution of scientific production on the topic under
investigation. China leads with a difference of 15 articles with respect to Spain, which in turn
surpasses the United States by 6 articles. The differences between the other countries are
minimal, with variations of just 1 article.

Figure 4
Sources of publish. Bradford's Law

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 Figure 4 presents Bradford's law of dispersion, analyzing the growth of articles
published in journals indexed in databases such as Scopus, WOS, and PubMed. In the
highlighted gray area, a ranking of the 7 most prolific journals is shown, with a publication
ranging from 2 to 5 articles. For example, the International Journal of Educational
Technology in Higher Education leads with 5 articles, followed by Sustainability (Switzerland)
with 2. In addition, to the right, there is a long line indicating that 36 journals have contributed
1 article each on the topic under investigation.

Figure 5
Relationship between titles, author's keywords, and abstract

Figure 5 shows three columns representing the key fields of the articles investigated,
with connecting lines of different thicknesses. The first column (TI_TM) highlights keywords
such as "artificial intelligence" repeated 50 times, followed by "education" with 40. In the
Author Keywords (ED) column, "artificial intelligence" is the most recurrent with 626
occurrences, followed by "higher education" with 436. In the summaries column (AB_TM),
"students" is repeated 322 times and "learning" 261 times, while "results" is the least used
with 72 repetitions. A significant relationship between "artificial intelligence" and "higher
education" is observed in the titles and abstracts of the articles investigated.

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Figure 6
Relevance and time density of keywords

Figure 6 presents four quadrants that indicate the relevance and degree of keyword
development. In quadrant one, the word "analytics" shows less relevance and development.
In quadrant two, "higher education" and "system" have less relevance but a higher degree
of development, with potential to stand out in future research. Quadrant three highlights
keywords such as "artificial intelligence," "students," and "machine learning," suggesting
importance but less development. In the fourth quadrant, "educational development" and
"higher education" are relevant and dense terms, promoting future research. Other keywords
such as "education", "teachers", "technology" and "achievements" may also be relevant for
future research, generating new trends in the area.
Figure 7 shows keywords extracted from the articles analyzed. "Artificial intelligence" (8
times) stands out, followed by "students" (4 times) and "analytics", "education", "student"
and "technology" (3 times each). Other words have fewer repetitions. It is important to note
that the most frequent word is part of one of the variables investigated in this study.

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Figure 7
Word cloud used by the authors

Figure 8
Collaboration between authors and the frequency of citation of articles

Figure 8 shows the cooperative relationships between authors in research, with colors
representing clusters and nodes representing authors. A predominant network with key
nodes such as ilic m, kuleto v and lianu c is highlighted, suggesting a strong collaboration
between several authors. In addition, there are two additional networks and several smaller
ones formed by two authors. This visualization indicates a limited number of collaborative

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networks worldwide on the topic, highlighting the need to strengthen collaboration among
researchers in this field.

Figure 9
Co-citation Network

Figure 9 shows colored clusters representing groups of authors citing others within the
same cluster. For example, in the orange cluster we can see authors who cite chassignol m
2018 and others who also cite it. This is repeated in the red and purple clusters, indicating
co-citation patterns that reflect trends and areas of interest in research. It would be valuable
to analyze these clusters to identify topics of common interest, relationships between
research and influential authors.

3.2. Qualitative bibliometric analysis

Table 2
AI's Contribution to the Categories of University Education

Author(s) Application

Teaching

(Faraj, 2022) Artificial intelligence can help students develop the skills of the future; it is
necessary for universities to implement AI in teaching to help students
achieve their goals.

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 Author(s) Application

(Ramallal et al., Information and communication technologies with artificial intelligence (ICT-
2022) AI), seen from the perspective of virtual training with artificial intelligence
(FVIA), are considered emerging tools with the potential to enrich teaching
at all levels.

(Nikonova et al., The use of mobile applications in language teaching is advancing and
2023) showing effectiveness even without artificial intelligence algorithms;
however, it is suggested to use it in the education systems of higher
institutions.

(Guan et al., 2021) The mental state of teachers favors the academic level and the teaching
capacity, based on the management of artificial intelligence.

Learning

(Huang et al., The efficacy of different AI-based self-regulated learning strategies in a

2022) game-based learning environment was evaluated.

(Ilić et al., 2021) Serbian universities have implemented artificial intelligence to encourage
analytical learning and greater student engagement during the educational
process.

(Li et al., 2021) The application of a higher education system based on artificial intelligence
must be analyzed in detail to ensure effective learning.

(Walczak & Universities need to prepare students for continuous learning, and artificial
Cellary, 2023) intelligence can help.

(Kelly et al., 2023) Generative AI tools are transforming higher education, ensuring the
academic integrity of students.

(Chaudhry et al., The implementation of artificial intelligence through ChatGPT in higher

2023) education has the potential to improve student learning and academic
performance.

and(Wang, 2023) Artificial intelligence can help students learn languages in a personalized and
collaborative way.

(Currie et al., 2023) Artificial intelligence through GPT3.5 could be adopted to enrich student
learning in medical imaging.

(Nazari et al., The AI-powered Grammarly tool app enhances the learning of academic
2021) writing in the English language.

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 Author(s) Application

(Yang et al., 2023) The application of gamified artificial intelligence educational robots (AIERs)
provides information, evaluation, and personalized feedback during learning.

(Ananthi & Arul, Using the Random Forest method powered by the XGBoost algorithm,
2023) students believe that online learning is most effective when every student
receives the lecture, regardless of the number of students present in the
virtual classroom.

(Elkhodr et al., Undergraduate and graduate ICT students saw ChatGPT as a valuable and
2023) engaging tool for learning, showing a lot of interest in employing artificial
intelligence.

(Al-Abdullatif et al., The positive influence of the Bashayer chatbot system, as an artificial
2023) intelligence-based tool, to improve learning motivation among graduate
students.

(Alqahtani, 2023) The application of artificial intelligence through machine learning makes
learning in electronic environments more flexible.

(Wang et al., 2022) He believes that student-centered content design can help students learn AI
concepts without the limitations of programming syntax, questions, and
practical learning tasks.

(Zhu & Ren, 2022) Artificial intelligence plays an important role in learning because it is related
to the understanding of content and teaching methods.

Teaching – Learning

(Leoste et al., Emerging technologies (ETs) have the potential to transform teacher
2021) teaching and student learning.

(Kuleto et al., Artificial intelligence can provide individualized learning experiences for
2021) students and teachers to tailor their teaching methods and strategies.

(Chiu, 2023) Teachers must be willing to co-learn those who learn the most have the
facility to teach and develop greater learning using generative AI.

(Essel et al., 2022) The chatbot (AI) in education generated high student satisfaction by
providing instant feedback, generating a positive change in the teaching, and
learning process.

(Bucea-Manea- Artificial intelligence personalizes the learning process, making a significant

Țoniş et al., 2022) contribution to teaching.

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 Author(s) Application

(McGrath et al., University professors showed low levels of understanding about artificial
2023) intelligence, they need to have more training to use them in teaching;
thinking that it could serve as a support for students.

(Kelly et al., 2023) The ethical use of generative artificial intelligence (GenAI) in academic
activity and student learning; teaching practice, teaching and assessment
with their benefits and limitations.

Educational Management

(Quy et al., 2023) AI is an inevitable trend in higher education, requiring an effort from
institutions to overcome legal, technological, and organizational challenges.

(Grabińska et al., Artificial intelligence is forcing universities to adapt their curricula and
2021) teaching methods, developing new skills to succeed in the future.

(Benhayoun- Higher education needs to align academic training in AI with market needs
Sadafiyine & Lang, and provide teachers with an overview of learning outcomes in their subjects.
2021)

(Ouyang et al., The proposal of an integrated approach to AI and feedback encouraging

2023) personalized learning and the implications between the development of AI
models and educational application.

(Almaraz-López et University students' interest in artificial intelligence is greater, and there is a

al., 2023) need to provide AI training in all disciplines, to use them in a safe and
responsible way.

(Wang et al., 2021) Universities established AI decision systems to help solve complex decision-
making problems with the participation of professors.

(Gupta & Mishra, Predictive analytics models must have large samples and have the
2022) participation of teachers and act as predictors of students' academic
performance.

(Tominc & It proposes practical guidelines for educators, focused on enhancing

Rožman, 2023) students' preparation for AI, adapting curricula to integrate essential skills
into today's work landscape.

(Dealer, 2022) University institutions make the decision to invest in intelligent tutoring
systems, technologies, and artificial intelligence, for the digital training of
teachers and students.

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 Author(s) Application

(Jiao et al., 2022) The AI-based quantitative prediction model can be used to assess and
predict learning performance, class participation, and student performance
online.

(Chiu, 2023) Curricula should be reformulated in initial teacher training, incorporating

generative artificial intelligence in the classroom, being a new literacy for
teacher teaching.

(Romero- The acceptance of ChatGPT artificial intelligence by university students

Rodriguez et al., leads to a rethinking of teacher training, learning, research, and educational
2023) practice in higher education.

(Rezapour & Universities should provide face-to-face, synchronous, and asynchronous

Elmshaeuser, classes facilitating learning in a healthy way and working on the financial
2022) aspect of students in order to avoid economic stress.

(Afzaal et al., 2023) The AI-based approach paves the way for intelligent learning systems that
automatically provide students with effective, data-driven recommendations.

(Subirats et al., It was possible to determine student profiles, with artificial intelligence; They
2023) were very relevant to change the habits of the students, proposing
gamification strategies.

(Martín-Núñez et Higher education institutions and curriculum designers can consider AI to

al., 2023) create more impactful designs and learning experiences.

(Mahmmod et al., The proposed model seeks to enable academic organizations to improve the
2022) academic performance of their students using artificial intelligence.

(Ilieva et al., 2023) An analysis on the influence of intelligent chatbots on university education
reveals that many students recognize their educational potential and have
employed them.

(Ruiz-Rojas et al., It highlights the relevance of using generative artificial intelligence tools and
2023) instructional design matrices to improve virtual classrooms and enrich the
learning process.

(Sanabria-Z et al., Merging physical and digital environments offers a route to investigate hybrid
2023) achievements in pedagogy in an agile and competitive way and integrate AI
into learning management systems.

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 Author(s) Application

(Saadé et al., It highlights the need to develop training in IoT and AI, through institutional
2023) policies that offer financial support and services, to effectively integrate it into
teaching practice.

(Akiba & Fraboni, Academic advisors could leverage generative AI tools, such as ChatGPT, to
2023) address professional challenges for elementary school teachers.

(Rahman, 2022) The findings highlight institutional challenges and student concerns such as
the expansion of information technology infrastructure geographically and a
government budget review to strengthen digital infrastructure in higher
education.

(Çetinkaya et al., The Cubic Support Vector (SVM) machine produces results that can
2023) motivate educators and parents to propel students toward careers in
programming.

(Chan, 2023) It proposes a framework of policies for the ecological education of artificial
intelligence for integration in university environments, through pedagogy,
governance, and operability, which guarantee the ethical use of AI in
university teaching.

(Koć-Januchta et The study highlights that books enriched with artificial intelligence facilitate
al., 2022) more meaningful learning with less mental effort.

(Mohd et al., 2022) With chatbots, a new model was sought, which would allow users to ask
frequently asked questions on academic and university topics, which are
used in administration and customer service.

(Bamatraf et al., There are considerable ethical concerns about the social implications that
2021) artificial intelligence can generate, in terms of job loss and job changes.

(Parapadakis, The successes of artificial intelligence in the industry can help in a variety of
2020) problem areas in education, providing some useful insights.

(Artiles-Rodriguez The use of conversational virtual agents as a tool to tutor university students'
et al., 2021) work, the data reveal a high level of student satisfaction with the use of
Chatbots.

Research

(Albasalah et al., There is a very strong correlation between the objectives of joint scientific
2022) research between professors and university students of health sciences and
humanities in university centers.

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 Author(s) Application

(Samuel, Chubb, et Ethics in this research should be based on public health, focusing on justice,
al., 2021) population well-being, and equity rather than just protecting individuals from
potential research risks.

(Samuel, It has been shown that research can be hindered by the stakeholders to
Diedericks, et al., whom the research is disseminated, which can have implications for the
2021) social responsibility of research and the political environment.

4. Discussion
The review of the scientific literature on artificial intelligence applied to education
includes key categories that we consider as regularities in the management of the training
process of students. Such categories are learning, teaching, teaching-learning process,
educational management and research.
In relation to learning, AI is easily applied by students at the educational levels that
comprise basic education and higher education; However, it occurs at the level of
information search, developing basic cognitive processes such as knowing and
understanding oriented to superficial learning, characterized by freeing oneself from the task
with minimal effort, although giving the feeling of complying with what is required; In contrast
to the higher cognitive processes such as analyzing, synthesizing, evaluating, and creating,
typical of deep learning, they would be unlikely to be developed autonomously by the student
(Biggs & Tang, 2011). This type of learning requires a meaningful and adequate approach
to the task, an appropriate background of knowledge, a high conceptual level and a well-
structured one; requiring the pedagogical work of the teacher to use AI as a medium in
education and extended reality as effective methodologies (Ilić et al., 2021).
The personalization of learning is one of the main opportunities offered by AI, with the
student being the one who actively participates in the choice of educational content, in
search strategies according to their specific needs (Jiménez-García et al., 2024). Similar
studies on AI in a game-based learning environment with positive outcomes (Huang et al.,
2022) and gamification (Yang et al., 2023), with systems such as the gamified artificial
intelligence educational robot (GAIER), which simulates virtual teachers, who interact with
students by providing information, evaluation and personalized feedback during learning;
They significantly improve student performance and motivation.
In the teaching category, AI represents a challenge for the training of teachers so that
they have the pedagogical and digital skills implied by innovation in teaching methods and
the use of numerous tools that make up the broad concept of AI applied to education. For
Russel quoted in (UNESCO, 2023), generative artificial intelligence, is an excellent aid for
teachers due to its ability to provide content and dialogue with students; however, its
development has to be controlled and supervised. The same author maintains, referring to
the teacher, that, "his work will change, but we will always need teachers"; they will also

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need to be familiar with the advancement of the latest AI technologies and how to effectively
integrate them into their teaching practices (Alenezi et al., 2023).
As for the teaching and learning process, after the launch of ChatGPT at the end of
2022, it quickly spread to students and teachers to find a space for controversy in
classrooms in schools and universities. The speed with which generative AI technologies
are being incorporated into education systems in the absence of controls, standards, or
regulation is alarming; For this reason, a guide was published to regulate AI in education,
some of the guidelines being to establish an age limit of 13 years for the use of artificial
intelligence in classrooms, to adopt data protection and privacy regulations, and to offer
specific training to teachers, among others (UNESCO, 2023).
In education management, schools and universities need informed advice on how to
interact with AI, as they argue (Quy et al., 2023) referring to this inevitable trend in higher
education to overcome legal, technological, and organizational challenges; the 44
recommendations, grouped into different themes: planning AI in education policies; AI for
education management and delivery; AI to support teaching and teachers, among other
topics (UNESCO, 2019).
University authorities have to make the decision to implement the conditions to integrate
AI into the training of professionals, through intelligent tutoring systems, technologies and
artificial intelligence, which promote digital training for teachers and students (Dealer, 2022).
Other institutional challenges such as the expansion of information technology infrastructure
at the geographic level, connectivity at the country and universal level; technical training and
government budget allocation to strengthen digital infrastructure in higher education
(Rahman, 2022).
In relation to research, generative AI tools are having a huge impact on education and
research, because they can generate text, images, video, music, programming codes,
among others. About that (Burgos et al., 2023) They argue that we must incorporate AI as
an allied tool, and know how to use it wisely and ethically. However, they point out that the
process of researching and writing a scientific article requires the guidance and supervision
of expert human researchers to ensure the accuracy, coherence, and credibility of the
content.

5. Conclusions
A scientometric study was carried out on AI and its implications in university education,
917 publications indexed in high-impact databases such as Scopus, WoS and PubMed were
accessed, selecting a sample of 59 publications between 2019 - 2023. Most of the
publications have been made in China, followed by Spain and the United States, the source
with the highest number of articles being the International Journal of Educational Technology
in Higher Education and Sustainability (Switzerland). An aspect to highlight in the study is
the lack of collaboration between researchers, which shows dispersion in specific topics and
isolation in small networks.
In education, AI has rapidly disrupted the structures of educational institutions in terms
of educational management, governance and strategic development policies, therefore, its
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application is essential, which has generated short-term responses, but very few are being
placed on the horizon that they demand for their correct use in the training of human beings
and professionals who will be leading society in the coming years.
The different AI tools available through the internet demand the correct use for the
development of deep learning with the activation of higher cognitive processes, since the
findings show that AI helps enormously in terms of information, development of autonomous
learning and immediate feedback to students. The methodology of teaching will change, but
we will always need teachers.

Authors´Contribution

Conceptualization, O.L.-R. and N.N.-R.; data curation, O.L.-R. and O.R.L.-R.; formal
analysis, O.L.-R., N.N.-R. and J.S.-R.; research, O.L.-R., N.N.-R. and J.S.-R.;
methodology, O.L.-R., N.N.-R. and O.R.L.-R.; project management, O.L.-R. R., N.N.-R.
and O.R.L.-R.; methodology, O.L.-R., N.N.-R. and J.S.-R.; project management, O.L.-R.
and N.N.-R.; resources, O.L.-R. and O.R.L.-R.; and resources, O.L.-R., N.N.-R. and J.S.-
R.; project management, O.L.-R. and N.N.-R. R. and O.R.L.-R.; software, O.L.-R., O.R.L.-
R. and J.S.-R.; supervision, O.L.-R., N.N.-R. and J.S.-R.; validation, O.L.-R., N.N.-R. and
J.S.-R.; writing: draft preparation, O.L.-R., N.N.-R. and J.S.-R.; writing: draft
preparation, O.L.-R., O.L.-R. and J.S.-R. R.; writing: preparation of the original
draft, O.L.-R., N.N.-R., O.R.L.-R. and J.S.-R.; drafting: revision and editing, O.L.-R.,
N.N.-R. and J.S.-R.

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 Aplicaciones tecnológicas relacionadas
con la edad temprana infantil

Technology applications related to early childhood

Coordinadora:

Dra. Olga María alegre de la Rosa

Universidad de la Laguna
Spain

Introducción
Decir que las aplicaciones tecnológicas están relacionadas con la primera infancia es quedarse corto.
La primera infancia es un estadio de desarrollo que mejora la vida escolar. Es la etapa más importante
para cambiar la vida futura de un niño. La educación de un niño empieza en casa.
La tecnología determina la calidad de la educación temprana de un individuo. La educación infantil
mejora los conocimientos, las habilidades y desarrolla la personalidad y la actitud de los niños. Sobre
todo, la tecnología en la primera infancia afecta la familia del niño.
Un niño con un alto grado de ayudas tecnológicas aumenta su capacidad de desarrollo.
En este monográfico sobre la importancia de las aplicaciones tecnológicas relacionadas con la
primera infancia, discutiremos su valor en la escuela y la familia.
To say that Technology applications related to early childhood is an understatement.
Early childhood is a weapon to improve school life. It is the most important stage for changing future
lives. A child's education begins at home.
Technology certainly determines the quality of an individual's early education. Early childhood
education improves knowledge, skills and develops personality and attitude of children. Most
notably, early childhood technology affects a child's family.
A child with a high level of technological aids increases their developmental capacity.
This monograph on the importance of technology applications related to early childhood will tell you
about its value in school and family.

Alcance
El monográfico Aplicaciones tecnológicas relacionadas con la edad temprana infantil abordará
intervenciones tecnológicas tempranas para niños con necesidades especiales, modelos de atención
integral que proporcionan servicios tecnológicos y apoyos de manera holística, abordando las
necesidades del niño y su familia de manera coordinada, avances tecnológicos en el diagnóstico
precoz con la colaboración de distintos profesionales (médicos, terapeutas, educadores y
trabajadores sociales), e investigaciones tecnológicas recientes obre educación temprana

The monograph Technology applications related to early childhood will address early technology
interventions for children with special needs, integrated care models that provide technology services
and supports holistically, addressing the needs of the child and family in a coordinated way,
technology advances in early diagnosis with the collaboration of different professionals (doctors,
therapists, educators and social workers), and recent technology research on early education.

Descriptores/Líneas Temática
• Modelos tecnológicos para la educación temprana
• Guía para padres y madres sobre edad temprana
• Uso de tecnologías digitales para educación temprana
• Educación informática integrada en tecnología para la primera infancia
• Relación entre los antecedentes de los futuros maestros y el uso de la tecnología en la
educación infantil: visión comparada
• Relación entre los antecedentes de los futuros maestros y el uso de la tecnología en la
educación infantil: estudio de caso
• Comunicación educador-cuidador a través de la tecnología
• Aplicación tecnológica para la medición del desarrollo infantil: estudio comparado
• Aplicación tecnológica para la medición del desarrollo infantil: estudio de caso
• Revisión de la literatura de naturaleza empírica sobre el uso de la tecnología en la educación
temprana
• Tecnología y sostenibilidad en el cuidado de la educación temprana
• El desarrollo artístico en la educación temprana con ayuda de dispositivos tecnológicos
• Los juegos y las actividades dramáticas en la educación temprana
• Mapeo bibliográfico y análisis de contenido en la educación científica de la primera infancia
• Educación tecnológica temprana en países europeos: estudio de caso
• Uso de la realidad virtual (VR), la realidad aumentada (AR) y la realidad mixta (MR) en
educación temprana
• De la gamificación a la IA en educación temprana
• Aplicaciones móviles para niños con necesidades educativas especiales.

• Technology models for early childhood education

• Parent’s Guide to Early Childhood
• Use of digital technologies for early education
• Technology-integrated computer education for early childhood
• Relationship between prospective teachers' backgrounds and the use of technology in early
childhood education.
• Educator-caregiver communication through technology.
• Technological application for the measurement of child development: a comparative study
• Technological application for the measurement of child development: case study
• Review of the empirical literature on the use of technology in early education
• Technology and sustainability in early childhood education care
• Artistic development in early childhood education using technological devices
• Games and dramatic play activities in early education
• Bibliographic mapping and content analysis in Early Childhood Science Education
• Early Technology Education in European countries: a case study
• The use of virtual reality (VR), augmented reality (AR) and mixed reality (MR) in early
education
• From gamification to AI in early education
• Mobile applications for children with special educational needs.
 Dra. Aleksandra Karovska Ristovska
Universidad de Málaga (Spain)

Profesora titular Profesor titular en la Universidad Ss. Cirilo y

Metodio, Facultad de Filosofía, Departamento de Educación Especial
y Rehabilitación

Full professor at the Ss. Cyril and Methodius University, Faculty of

Philosophy, Department of Special Education and Rehabilitation

La Doctora Aleksandra Karovska Ristovska defendió su tesis doctoral sobre el Análisis Comparativo
del Lenguaje de Signos Estadounidense (ASL) y el Lenguaje de Signos de Macedonia (MSL) en 2014
en la Facultad de Filosofía del Reino Unido, que le valió el título de Doctora en Ciencias de la
Educación Especial y Rehabilitación. Profesora Asistente 2014, y asociada en 2019. De agosto de 2018
a enero de 2019, fue profesora visitante de Fulbright en la Universidad George Mason, Fairfax,
Virginia del Norte, [Link]. Asistió a seminarios y cursos e hizo visitas de estudio a universidades de
Holanda, Alemania, Noruega, [Link]. Durante la visita de estudio a Estados Unidos, obtuvo un
certificado para trabajar con niños con dislexia usando el método Orton Gillingham. Ha participado
en muchos proyectos nacionales e internacionales y es la directora del proyecto Erasmus KA203 FAST
(Fostering Accessible Study Technologies: Accessible Learning Management System in Humanities
and Social Sciences). Realiza una serie de actividades como miembro de comités de la Facultad de
Filosofía (comité de Tecnologías de la Información y la Comunicación, comité de enseñanza, comité
de evaluación).

PhD. Aleksandra Karovska Ristovska defended her doctoral dissertation on Comparative Analysis of
the American Sign Language (ASL) and the Macedonian Sign Language (MSL) in 2014 at the Faculty
of Philosophy – UKIM, which earned her the title of Doctor of Special Education and Rehabilitation
Sciences. Assistant Professor in 2014, and Associate in 2019. From August 2018 to January 2019, she
was a Fulbright Visiting Professor at George Mason University, Fairfax, Northern Virginia, USA). She
attended seminars and courses and made study visits to universities in the Netherlands, Germany,
Norway, USA. During the study visit to the United States, she obtained a certificate for working with
children with dyslexia using the Orton Gillingham method. She has participated in many national and
international projects and is the head of the Erasmus + KA203 FAST project (Fostering Accessible
Study Technologies: Accessible Learning Management System in Humanities and Social Sciences). She
performs a series of activities as a member of committees of the Faculty of Philosophy (committee
for information and communication technologies, committee for teaching, committee for
evaluation).
 Dr. José Manuel Sáez López
UNED (Spain)

Profesor titular de Universidad. Facultad de Educación. UNED

Full professor at the University. Faculty of Education. UNED

El Dr. José Manuel Sáez López es profesor Titular en la Universidad Nacional de Educación a Distancia
(UNED) España. Desde el año 2024 es Vicedecano de Estudiantes y Calidad. Su trabajo científico y
académico ha sido publicado en 59 revistas revisadas por pares (9 JCR y 25 Scopus). Sus líneas de
investigación son la integración de la tecnología educativa, estrategias metodológicas, ludificación y
programación en el aula. Actividad Investigadora destacada: Sáez-López, J. M. & Sevillano-García,
M. L. & Pascual-Sevillano, M. A. (2019). Aplicación del juego ubicuo con realidad aumentada en
Educación Primaria.. Comunicar, 61 (XXVII), 71-82. [Link] Sáez-
López, J. M. & Sevillano-García, M. L. & Vázquez-Cano, E. (2019). The effect of programming on
primary school students’ mathematical and scientific understanding: educational use of mBot.
Educational Technology Research and Development, 67(6), 1405-1425.
[Link] Sáez-López, J.M., Román-González, M. y Vázquez-
Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary
school. A two year case study using scratch in five schools. Computers & Education, 97, 129-141
.[Link]

PhD. José Manuel Sáez López is Full Professor at the Universidad Nacional de Educación a Distancia
(UNED) Spain. Since 2024 he is Vice-Dean of Students and Quality. His scientific and academic work
has been published in 59 peer-reviewed journals(9 JCR and 25 Scopus). His research interests are the
integration of educational technology, methodological strategies, gamification and classroom
programming. Outstanding research activity:Sáez-López, J.M. & Sevillano-García, M.L. & Pascual-
Sevillano, M.A.(2019). Application of ubiquitous gaming with augmented reality in Primary
Education. Comunicar, 61 (XXVII), 71-82. [Link] Sáez-López, J.M. &
Sevillano-García, M.L. & Vázquez-Cano, E. (2019). The effect of programming on primary school
students' mathematical and scientific understanding: educational use of mBot. Educational
Technology Research and Development, 67(6), [Link]://[Link]/10.1007/s11423-019-
09648-5.Sáez-López, J.M., Román-González, M. and Vázquez-Cano, E. (2016).Visual programming
languages integrated across the curriculum in elementary school. A two year case study using scratch
in five schools. Computers & Education, 97, 129 141.
[Link]
 Dr. Daniel Mara
University “Lucian Blaga” of Sibiu,
(Romania)

Profesor titular de la Facultad de Ciencias y Humanidades de la

Universidad “Lucian Blaga” de Sibiu, Rumanía

Full professor at Faculty of Social Sciences and Humanities, University

“Lucian Blaga” of Sibiu, Romania

Doctor en Psicología por la Universidad de Bolonia. Participación en más de 100 conferencias,

congresos y simposios nacionales e internacionales. Conferenciante invitado a presentar trabajos
científicos en universidades europeas de prestigio y de todo el mundo: Universidad de Bolonia (Italia)
en 2000, 2008, 2010, 2012, 2013, 2018, 2019; Universidad de California Los Ángeles (EEUU) en 2002;
Universidad de las Islas Baleares (España) en 2005, 2010, 2012, 2013, 2014, 2015, 2016, 2017, 2018;
Universidad de León (España) en 2008, Universidad de Bérgamo (Italia) en 2008, Universidad de
Sassari (Italia) 2003, 2014, 2017; Universidad de Birmingham (Reino Unido) en 2009, 2011; Facultad
de Humanidades y Economía de Sieradz (Polonia) en 2011, 2017; Universidad Federal de Río de
Janeiro (Brasil) en 2011; Universitas Airlangga Surabaya (Indonesia) en 2017. Autor de más de 100
artículos, trabajos científicos y estudios; Autor de 4 volúmenes - como autor único, 4 volúmenes
como coautor, 14 capítulos en volúmenes colectivos, 10 volúmenes coordinados (de los cuales cuatro
en solitario y seis en colaboración), un artículo en una revista indexada en Web of Science, 19
artículos publicados en los volúmenes de "proceedings" de conferencias internacionales indexadas
en ISI Thomson con Peer-Review, 10 artículos en revistas BDI, 30 artículos publicados en revistas
extranjeras y rumanas con Peer-Review y comité editorial internacional, 20 artículos publicados en
revistas rumanas, 30 artículos en revistas no BDI.

PhD University of Bologna. Participation in over 100 conferences, congresses, national and
international symposiums. Guest lecturer – invited to present scientific work at European prestigious
universities and around the world: University of Bologna (Italy) in 2000, 2008, 2010, 2012, 2013, 2018,
2019; University of California Los Angeles (USA) in 2002; University of the Balearic Islands (Spain) in
2005, 2010, 2012, 2013, 2014, 2015, 2016, 2017, 2018; University of Leon (Spain) in 2008, University
of Bergamo (Italy) in 2008, University of Sassari (Italy) 2003, 2014, 2017; University of Birmingham
(United Kingdom) in 2009, 2011; College of Humanities and Economics in Sieradz (Poland) in 2011,
2017; Federal University of Rio de Janeiro (Brazil) in 2011; Universitas Airlangga Surabaya (Indonesia)
in 2017. Author of over 100 articles, scientific papers and studies; Author of 4 volumes – as a single
author, 4 volumes as co-author, 14 chapters in collective volumes, 10 coordinated volumes (out of
which four alone and six in collaboration), one article in a Web of Science indexed journal, 19 articles
published in the «proceedings» volumes of ISI Thomson indexed international conferences with Peer-
Review, 10 articles in BDI journals, 30 articles published in foreign and Romanian journals with Peer-
Review and international editorial committee, 20 articles published in Romanian journals, 30 articles
in non-BDI journals.
 Dr. Christos Markides
University Cyprus

Profesor Asistente del Departamento de Ingeniería Eléctrica e

Informática de la Universidad Frederick de Chipre

Assistant Professor of the Department of Electrical and Computer

Engineering and Informatics at Frederick University Cyprus

El Dr. Christos Markides es miembro del Departamento de Ingeniería Eléctrica e Informática de la

Universidad Frederick de Chipre. Se incorporó a la facultad en 2002, donde imparte cursos de
licenciatura y posgrado. Se licenció con honores en Cibernética e Informática y obtuvo un máster
(Dist.) en Ingeniería y Ciencias de la Información por la Universidad de Reading (Reino Unido) en 1999
y 2001, respectivamente. Se doctoró en la Escuela de Ingeniería y Ciencias Matemáticas de la City
University de Londres (Reino Unido) en 2014. Es miembro de IEEE y ACM, y revisor de IEEE. El Dr.
Christos Markides ha participado activamente en el diseño y desarrollo de varios sistemas de
información para plataformas de escritorio y móviles para diferentes programas de investigación
financiados por la Unión Europea y la Fundación para la Investigación y la Innovación. Sus intereses
de investigación actuales incluyen la investigación de tecnologías y arquitecturas para sistemas y
plataformas de Big Data en términos de sistemas operativos subyacentes y sistemas de bases de
datos. Además, sus intereses de investigación incluyen Big Data Analytics, Deep Learning y
Visualización en entornos de computación móvil y en la nube, para obtener información para
diversos proyectos de análisis de datos.

PhD. Christos Markides is a member of the Department of Electrical and Computer Engineering and
Informatics at Frederick University Cyprus. He joined the faculty in 2002, teaching at undergraduate
and postgraduate level courses. He received his BSc Hons. in Cybernetics and Computer Science, and
MSc (Dist.) in Engineering and Information Sciences from the University of Reading, UK in 1999 and
2001 respectively. He received his Ph.D. degree from the School of Engineering and Mathematical
Sciences at City University London, U.K in 2014. He is a member of IEEE, and ACM, and reviewer for
IEEE. Dr Christos Markides has actively participated in designing and developing various information
systems for desktop and mobile platforms for different research programmes funded by the European
Union and the Research and Innovation Foundation. His current research interests include the
investigation of technologies, and architectures for Big Data systems and platforms in terms of the
underlying operating systems, and database systems. Moreover, his research interests include Big
Data Analytics, Deep Learning, and Visualisation in Mobile and Cloud Computing Environments, for
obtaining insight for various data analysis projects.
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