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    Por favor, use este identificador para citar o enlazar este ítem:https://uvadoc.uva.es/handle/10324/49170

    Título
    Affordances and core functions of smart learning environments: A systematic literature review
    Autor
    Tabuenca, Bernardo
    Serrano Iglesias, SergioAutoridad UVA
    Carruana Martín, Adrián
    Villa Torrano, CristinaAutoridad UVA
    Dimitriadis Damoulis, IoannisAutoridad UVA Orcid
    Asensio Pérez, Juan IgnacioAutoridad UVA Orcid
    Alario Hoyos, Carlos
    Gómez Sánchez, EduardoAutoridad UVA Orcid
    Bote Lorenzo, Miguel LuisAutoridad UVA Orcid
    Martínez Monés, AlejandraAutoridad UVA
    Delgado Kloos, Carlos
    Año del Documento
    2021
    Editorial
    IEEE Xplore
    Descripción
    Producción Científica
    Documento Fuente
    IEEE Transactions on Learning Technologies, 2021, vol. 14, n. 2. p. 129 - 145
    Abstract
    Smart learning environments (SLEs) have gained considerable momentum in the last 20 years. The term SLE has emerged to encompass a set of recent trends in the field of educational technology, heavily influenced by the growing impact of technologies, such as cloud services, mobile devices, and interconnected objects. However, the term SLE has been used inconsistently by the technology-enhanced learning (TEL) community since different research works employ the adjective “smart” to refer to different aspects of novel learning environments. Previous surveys on SLEs are narrowly focused on specific technologies or remain at a theoretical level that does not discuss practical implications found in empirical studies. To address this inconsistency and also to contribute to a common understanding of the SLE concept, this article presents a systematic literature review of papers published between 2000 and 2019 discussing SLEs in empirical studies. Sixty-eight papers out of an initial list of 1341 papers were analyzed to identify the following: 1) what affordances make a learning environment smart; 2) which technologies are used in SLEs; and 3) in what pedagogical contexts are SLEs used. Considering the limitations of previous surveys, and the inconsistent use of the SLE concept in the TEL community, this article presents a comprehensive characterization to describe SLEs through their affordances, the technologies used, and pedagogical approaches considered in the selected papers. As a result, specific core functions of SLEs are identified and explained. This work aims at ensuring a relevant knowledge base and reference toward the implementation of future SLEs.
    Palabras Clave
    Smart learning
    Aprendizaje inteligente
    Technology-enhanced learning
    Aprendizaje potenciado por la tecnología
    ISSN
    1939-1382
    Revisión por pares
    SI
    DOI
    10.1109/TLT.2021.3067946
    Patrocinador
    Fondo Europeo de Desarrollo Regional - Agencia Nacional de Investigación (grants TIN2017-85179-C3-1-R and TIN2017-85179-C3-2-R)
    Gobierno de la Comunidad de Madrid - Fondo Social Europeo - Fondo Europeo de Desarrollo Regional (grant S2018/TCS-4307)
    Junta de Castilla y León (grant VA257P18)
    Version del Editor
    https://ieeexplore.ieee.org/document/9384279
    Propietario de los Derechos
    © 2021 IEEE Xplore
    Idioma
    eng
    URI
    https://uvadoc.uva.es/handle/10324/49170
    Tipo de versión
    info:eu-repo/semantics/acceptedVersion
    Derechos
    openAccess
    Collections
    • GSIC - Artículos de revista [14]
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    Attribution-NonCommercial-NoDerivatives 4.0 InternacionalExcept where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional

    Universidad de Valladolid

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