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Future Internet
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Education 4.0 in the Transformation of Universities: Educational and Research...
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Education 4.0 in the Transformation of Universities: Educational and Research Applications

A special issue of Future Internet (ISSN 1999-5903). This special issue belongs to the section "Techno-Social Smart Systems".

Deadline for manuscript submissions: closed (30 November 2021) | Viewed by 62183

Special Issue Editors

Prof. Dr. María Soledad Ramírez Montoya

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Guest Editor
School of Humanities and Education, Tecnologico de Monterrey, Av. Eugenio Garza Sada 2501 Sur, Col. Tecnológico, Monterrey C.P. 64849, N.L., Mexico
Interests: educational innovation; educational entrepreneurship; open educational movement
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Arturo Molina Gutiérrez

E-Mail Website
Guest Editor
Tecnologico de Monterrey, School of Engineering and Sciences, Mexico City 02860, Mexico
Interests: product innovation; enterprise integration engineering; concurrent engineering; rapid product development
Special Issues, Collections and Topics in MDPI journals
Dr. Sandra Martínez Pérez

E-Mail Website
Guest Editor
Faculty of Education, University of Barcelona, 08035 Barcelona, Spain
Interests: educational innovation; educational technology; inclusion; higher education
Dr. Jairo A. Lugo-Ocando

E-Mail Website
Guest Editor
Department of Executive & Graduate Education, Northwestern University, Doha, Qatar
Interests: journalism; news media; education; communication; use of statistics; social exclusion; public relations

Special Issue Information

Dear Colleagues,

At the beginning of the 21st century, one of the challenges facing Educational Institutions was to counteract the digital divide, that is, to increase the number of people related to the new technological supports in order to reduce inequalities in access to knowledge and new forms of communication and, in this way, to build a scenario where people's possibilities would come closer to somewhat more democratic instances.

In the year 2020 a pandemic filled us with uncertainty and new challenges... One of them was to take refuge in the new information and communication technologies to continue shaping the act of education in the midst of the challenge of providing answers to a constantly changing society. In the eyes of the perspective of the Pandemic, known as SARs 2 or Coronavirus, we will be able to evaluate its effects, but in this present one we observe, in a first analysis, some of the characteristics of its imprint: we add to our daily vocabulary new words and constructs (PCR, physical distance, contagion curve, asymptomatic and even words that do not exist for the real Spanish academy became popular like "sanitize").

But, without a doubt, for the educational process the passage from traditional instances of delivery, to education mediated by new technologies was one of the most important quantitative and qualitative leaps that the educational institution has made in its entire history. The discussion that was held against training processes that were far removed from technological mediation was healed in less than 30 days to initiate an unprecedented process of remote education. To do this, it was necessary to eliminate all types of resistance to new technologies and to devise new forms of communication to continue the work. And the vocabulary continued to grow: educational platforms, zoom, menti, moodle, neo, skype, viber, whats up, meet...

This issue is a call to share this historic moment to serve as a form of evaluation and to gather the necessary information to diagram concrete strategies for the future, with foundations that make it possible to build solid educational projects. It is an invitation to share educational and educational research practices 4.0 in the transformation of universities, the result of institutional efforts that, in addition to fulfilling their educational function, reformulated their practices in the face of the need to generate new knowledge, supported by internet advances, once again trying to find answers that allow the solidarity process of the University to continue. 

Some topics (not exclusive) are:

New educational models for the crisis

Digital transformation and the Internet of things

Internet coverage to support quality programmes

Education 4.0 for connected environments

Educational entrepreneurship in the transformation of universities

Social impact research (multidisciplinary, interdisciplinary and transdisciplinary)

Research culture in universities

Micro-credentials and alternative credentials

University-Business-Government-Society Link

Intersectoral collaboration on complex problems

Hybrid learning environments (blearning)

Science-Technology-Social Impact Research

Universities practices supported by internet advances

Open education and science practices

National, regional and international cooperation

Partnerships for the social appropriation of knowledge

Comprehensive welfare programmes for students and teachers

New practices for remote work (teleworking, vacationwork, academic meetings)

Emerging physical, internet and technological infrastructures

Dr. María Soledad Ramírez Montoya
Prof. Dr. Arturo Molina Gutiérrez
Dr. Sandra Martínez Pérez
Dr. Jairo A. Lugo-Ocando
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Future Internet is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

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Published Papers (12 papers)

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17 pages, 10143 KiB  
Article
Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0
by Kiomi Matsumoto-Royo, Maria Soledad Ramírez-Montoya and Paulette Conget
Future Internet 2021, 13(11), 292; https://doi.org/10.3390/fi13110292 - 19 Nov 2021
Cited by 18 | Viewed by 4740
Abstract
Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources [...] Read more.
Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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19 pages, 1109 KiB  
Article
Improving Institutional Repositories through User-Centered Design: Indicators from a Focus Group
by Laura Icela González-Pérez, María Soledad Ramírez-Montoya and Francisco José García-Peñalvo
Future Internet 2021, 13(11), 282; https://doi.org/10.3390/fi13110282 - 2 Nov 2021
Cited by 5 | Viewed by 4570
Abstract
User experience with intuitive and flexible digital platforms can be enjoyable and satisfying. A strategy to deliver such an experience is to place the users at the center of the design process and analyze their beliefs and perceptions to add appropriate platform features. [...] Read more.
User experience with intuitive and flexible digital platforms can be enjoyable and satisfying. A strategy to deliver such an experience is to place the users at the center of the design process and analyze their beliefs and perceptions to add appropriate platform features. This study conducted with focus groups as a qualitative method of data collection to investigate users’ preferences and develop a new landing page for institutional repositories with attractive functionalities based on their information-structural rules. The research question was: What are the motivations and experiences of users in an academic community when publishing scientific information in an institutional repository? The focus group technique used in this study had three sessions. Results showed that 50% of the participants did not know the functionalities of the institutional repository nor its benefits. Users’ perceptions of platforms such as ResearchGate or Google Scholar that provide academic production were also identified. The findings showed that motivating an academic community to use an institutional repository requires technological functions, user guidelines that identify what can or cannot be published in open access, and training programs for open access publication practices and institutional repository use. These measures align with global strategies to strengthen the digital identities of scientific communities and thus benefit open science. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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20 pages, 21845 KiB  
Article
VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0
by Julieta Noguez, Luis Neri, Víctor Robledo-Rella, Rosa María Guadalupe García-Castelán, Andres Gonzalez-Nucamendi, David Escobar-Castillejos and Arturo Molina
Future Internet 2021, 13(10), 255; https://doi.org/10.3390/fi13100255 - 5 Oct 2021
Cited by 4 | Viewed by 2849
Abstract
Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. [...] Read more.
Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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22 pages, 7036 KiB  
Article
School Culture and Digital Technologies: Educational Practices at Universities within the Context of the COVID-19 Pandemic
by Noé Abraham González-Nieto, Caridad García-Hernández and Margarita Espinosa-Meneses
Future Internet 2021, 13(10), 246; https://doi.org/10.3390/fi13100246 - 24 Sep 2021
Cited by 4 | Viewed by 3539
Abstract
The pandemic caused by COVID-19 led schools to continue their work by relying on digital technologies. Changes in this matter are observed within three dimensions in the theoretical and conceptual background: (a) the influence of ITC in education, (b) the macrosocial changes in [...] Read more.
The pandemic caused by COVID-19 led schools to continue their work by relying on digital technologies. Changes in this matter are observed within three dimensions in the theoretical and conceptual background: (a) the influence of ITC in education, (b) the macrosocial changes in the educational systems and public policy derived from the COVID-19 pandemic, and (c) the impact of the COVID-19 pandemic in higher education and its role for the future. The general objective of this research was to characterize the educational practices executed by the university community (students, professors, and managers) during the emerging remote classes derived from the pandemic at the Universidad Autonoma Metropolitana, Cuajimalpa Campus, a public educational institution in Mexico (through an explanation for each educational actor profile). As specific research objectives, this paper: (a) examines whether the professors and students had enough digital technology to continue with the classes, (b) defines the obstacles they had in the use of said digital technology, and (c) recognizes the existence of innovative educational practices and determines whether stated learning was achieved in educational programs. For this purpose, a mixed methodology was chosen, comprising the application of surveys to students and professors and semi-structured interviews with managers, professors, and students. It was found that there was innovation in the area of resources (material–economic dimension) and in the area of relationships (socio-political dimension), while the discursive dimension (cultural-discursive dimension) was negatively impacted. Based on the above, we conclude that the school culture of the UAM-C is solid and that it has the necessary technological resources to continue with the teaching–learning process. The educational practice was transformed, which resulted in advantages and disadvantages, but despite these situations, most students developed their learning. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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14 pages, 971 KiB  
Article
Education 4.0: Teaching the Basics of KNN, LDA and Simple Perceptron Algorithms for Binary Classification Problems
by Diego Lopez-Bernal, David Balderas, Pedro Ponce and Arturo Molina
Future Internet 2021, 13(8), 193; https://doi.org/10.3390/fi13080193 - 27 Jul 2021
Cited by 21 | Viewed by 3989
Abstract
One of the main focuses of Education 4.0 is to provide students with knowledge on disruptive technologies, such as Machine Learning (ML), as well as the skills to implement this knowledge to solve real-life problems. Therefore, both students and professors require teaching and [...] Read more.
One of the main focuses of Education 4.0 is to provide students with knowledge on disruptive technologies, such as Machine Learning (ML), as well as the skills to implement this knowledge to solve real-life problems. Therefore, both students and professors require teaching and learning tools that facilitate the introduction to such topics. Consequently, this study looks forward to contributing to the development of those tools by introducing the basic theory behind three machine learning classifying algorithms: K-Nearest-Neighbor (KNN), Linear Discriminant Analysis (LDA), and Simple Perceptron; as well as discussing the diverse advantages and disadvantages of each method. Moreover, it is proposed to analyze how these methods work on different conditions through their implementation over a test bench. Thus, in addition to the description of each algorithm, we discuss their application to solving three different binary classification problems using three different datasets, as well as comparing their performances in these specific case studies. The findings of this study can be used by teachers to provide students the basic knowledge of KNN, LDA, and perceptron algorithms, and, at the same time, it can be used as a guide to learn how to apply them to solve real-life problems that are not limited to the presented datasets. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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11 pages, 5367 KiB  
Article
An Income Model Using Historical Data, Power-Law Distributions and Monte Carlo Method for University Technology Transfer Offices
by Ken Polasko, Pedro Ponce and Arturo Molina
Future Internet 2021, 13(5), 122; https://doi.org/10.3390/fi13050122 - 6 May 2021
Viewed by 2505
Abstract
Engineering education pushes the creation of new technology to solve community problems. The process of technology transfer promotes educational innovation in universities, a vital process that can improve citizens’ quality of life in cities and rural communities. As a result, university technology transfer [...] Read more.
Engineering education pushes the creation of new technology to solve community problems. The process of technology transfer promotes educational innovation in universities, a vital process that can improve citizens’ quality of life in cities and rural communities. As a result, university technology transfer offices (TTOs) have to create strategies that motivate students and researchers to generate technology. Thus, a primary challenge that TTOs face is to know and communicate the income potential compared to their much more predictable and limited expense budgets. Institutional budgeting for a TTO’s growth would be simplified if the office were on a solid financial footing, i.e., breaking even or making a financial return. Many offices assume that income is unpredictable, that it is a lottery, luck, and more stakes in the fire improve the odds of hitting a winner, etc. These common assumptions or beliefs provide only a vague insight into how to move an intellectual property (IP) portfolio strategy forward. How can a TTO be assessed for quantitative value and not just be a cost center adding qualitative value? This paper illustrates the first steps to understanding how to project potential income versus a much more predictable expense budget, which would allow universities to improve their technology transfer strategy and results. As a result, TTOs would operate under a more sustainable IP portfolio strategy, promote educational innovation in universities, and generate a more significant community impact. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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16 pages, 2846 KiB  
Article
Analysis and Prediction of “AI + Education” Attention Based on Baidu Index—Taking Guizhou Province as an Example
by Yulin Zhao, Junke Li and Jiang-E Wang
Future Internet 2021, 13(5), 120; https://doi.org/10.3390/fi13050120 - 30 Apr 2021
Cited by 8 | Viewed by 3439
Abstract
Studying the attention of “artificial intelligence + education” in ethnic areas is of great significance for China for promoting the integrated development of new educational modes and modern technology in the western region. Guizhou province is an area inhabited by ethnic minorities, located [...] Read more.
Studying the attention of “artificial intelligence + education” in ethnic areas is of great significance for China for promoting the integrated development of new educational modes and modern technology in the western region. Guizhou province is an area inhabited by ethnic minorities, located in the heart of Southwest China. The development of its intelligent education has strong enlightenment for the whole country and the region. Therefore, this paper selects the Baidu Index of “artificial intelligence (AI) + education” in Guizhou province from 2013 to 2020, analyzes the spatial–temporal characteristics of its network attention by using the elastic coefficient method, and builds the ARIMA model on this basis to predict future development. The results show that the public’s attention to “AI + education” differs significantly in time and space. Then, according to the prediction results, this paper puts forward relevant suggestions for the country to promote the sustainable development of education in western ethnic areas. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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19 pages, 4720 KiB  
Article
Differentiated Teaching Based on Standardized Metrics Integrating Fuzzy Logic Type 2 Detection Theory: High School Case—PrepaTec, Mexico
by María Artemisa Sangermán Jiménez and Pedro Ponce
Future Internet 2021, 13(4), 98; https://doi.org/10.3390/fi13040098 - 13 Apr 2021
Cited by 2 | Viewed by 3026
Abstract
Universities and high schools constantly research and develop educational methods to improve the student learning process. This paper presents a novel educational methodology for students to obtain better learning results in Spanish grammar through an intervention that fuses differentiated instructions, standardized evaluation, and [...] Read more.
Universities and high schools constantly research and develop educational methods to improve the student learning process. This paper presents a novel educational methodology for students to obtain better learning results in Spanish grammar through an intervention that fuses differentiated instructions, standardized evaluation, and a Fuzzy Logic Type 2 system. This successful case study in a Mexico City high school reports improved Spanish grammar outcomes after the intervention. Before then, 79% of the students did not obtain satisfactory scores in a national Spanish evaluation. This educational methodology uses a flexible intervention plan that could be replicated or tailored for various educational scenarios and topics using the same framework. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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17 pages, 2916 KiB  
Article
Characterization of the Teaching Profile within the Framework of Education 4.0
by María Soledad Ramírez-Montoya, María Isabel Loaiza-Aguirre, Alexandra Zúñiga-Ojeda and May Portuguez-Castro
Future Internet 2021, 13(4), 91; https://doi.org/10.3390/fi13040091 - 1 Apr 2021
Cited by 59 | Viewed by 9039
Abstract
The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order [...] Read more.
The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This study was conducted in a higher education institution in Ecuador, with the aim to identify the teaching profile required in new undergraduate programs within the framework of Education 4.0 in order to contribute to decision-making about teacher recruitment, professional training and evaluation, human talent management, and institutional policies interested in connecting competencies with the needs of society. Descriptive and exploratory approaches, where we applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education programs and 313 graduates, were used. We also included interviews with 20 experts in the educational field and five focus groups with 32 chancellors, school principals, university professors, and specialists in the educational area. The data were triangulated, and the results were organized into the categories of (a) processes as facilitators (b), soft skills, (c) human sense, and (d) the use of technologies. The results outlined the profile of a professor as a specialized professional with competencies for innovation, complex problem solving, entrepreneurship, collaboration, international perspective, leadership, and connection with the needs of society. This research study may be of value to administrators, educational and social entrepreneurs, trainers, and policy-makers interested in implementing innovative training programs and in supporting management and policy decisions. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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16 pages, 1932 KiB  
Article
Assessing Digital Transformation in Universities
by Guillermo Rodríguez-Abitia and Graciela Bribiesca-Correa
Future Internet 2021, 13(2), 52; https://doi.org/10.3390/fi13020052 - 20 Feb 2021
Cited by 103 | Viewed by 15352
Abstract
Industry 4.0 and Society 5.0 are reshaping the way organizations function and interact with the communities they serve. The massive penetration of computer and network applications forces organizations to digitalize their processes and provide innovative products, services, and business models. The education market [...] Read more.
Industry 4.0 and Society 5.0 are reshaping the way organizations function and interact with the communities they serve. The massive penetration of computer and network applications forces organizations to digitalize their processes and provide innovative products, services, and business models. The education market is suffering changes as well, but universities seem slow to react. This paper proposes the application of an integrated digital transformation model to assess the maturity level that educational institutions have in their digital transformation processes and compares them to other industries. Particular considerations to address when using the model for higher-education institutions are discussed. Our results show that universities fall behind other sectors, probably due to a lack of effective leadership and changes in culture. This is complemented negatively by an insufficient degree of innovation and financial support. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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14 pages, 1653 KiB  
Article
Research Professors’ Self-Assessment of Competencies
by Gabriela Torres Delgado and Neil Hernández-Gress
Future Internet 2021, 13(2), 41; https://doi.org/10.3390/fi13020041 - 4 Feb 2021
Cited by 4 | Viewed by 3338
Abstract
Research professors develop scientific products that impact and benefit society, but their competencies in doing so are rarely evaluated. Therefore, by employing a mixed two-stage sequential design, this study developed a self-assessment model of research professors’ competencies with four domains, seven competencies, and [...] Read more.
Research professors develop scientific products that impact and benefit society, but their competencies in doing so are rarely evaluated. Therefore, by employing a mixed two-stage sequential design, this study developed a self-assessment model of research professors’ competencies with four domains, seven competencies, and 30 competency elements. Next, we conducted descriptive statistical analysis of those elements. In the first year, 320 respondents rated themselves on four levels: initial, basic, autonomous, and consolidated. In the assessment model’s second year, we compared 30 respondents’ results with those of their initial self-assessment. The main developmental challenge was Originality and Innovation, which remained at the initial level. Both Training of Researchers and Transformation of Society were at the basic level, and Digital Competency was at the autonomous level. Both Teaching Competence and Ethics and Citizenship attained the consolidated level. This information helps establish priorities for accelerating researchers’ training and the quality of their research. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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27 pages, 2224 KiB  
Review
Education 4.0: Teaching the Basis of Motor Imagery Classification Algorithms for Brain-Computer Interfaces
by David Balderas, Pedro Ponce, Diego Lopez-Bernal and Arturo Molina
Future Internet 2021, 13(8), 202; https://doi.org/10.3390/fi13080202 - 3 Aug 2021
Cited by 5 | Viewed by 2913
Abstract
Education 4.0 is looking to prepare future scientists and engineers not only by granting them with knowledge and skills but also by giving them the ability to apply them to solve real life problems through the implementation of disruptive technologies. As a consequence, [...] Read more.
Education 4.0 is looking to prepare future scientists and engineers not only by granting them with knowledge and skills but also by giving them the ability to apply them to solve real life problems through the implementation of disruptive technologies. As a consequence, there is a growing demand for educational material that introduces science and engineering students to technologies, such as Artificial Intelligence (AI) and Brain–Computer Interfaces (BCI). Thus, our contribution towards the development of this material is to create a test bench for BCI given the basis and analysis on how they can be discriminated against. This is shown using different AI methods: Fisher Linear Discriminant Analysis (LDA), Support Vector Machines (SVM), Artificial Neural Networks (ANN), Restricted Boltzmann Machines (RBM) and Self-Organizing Maps (SOM), allowing students to see how input changes alter their performance. These tests were done against a two-class Motor Image database. First, using a large frequency band and no filtering eye movement. Secondly, the band was reduced and the eye movement was filtered. The accuracy was analyzed obtaining values around 70∼80% for all methods, excluding SVM and SOM mapping. Accuracy and mapping differentiability increased for some subjects for the second scenario 70∼85%, meaning either their band with the most significant information is on that limited space or the contamination because of eye movement was better mitigated by the regression method. This can be translated to saying that these methods work better under limited spaces. The outcome of this work is useful to show future scientists and engineers how BCI experiments are conducted while teaching them the basics of some AI techniques that can be used in this and other several experiments that can be carried on the framework of Education 4.0. Full article
(This article belongs to the Special Issue Education 4.0 in the Transformation of Universities: Educational and Research Applications)
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