Smart Connected Classrooms Event: Advancing Digital Learning through Collaboration and Research

The project is funded by Qualcomm Incorporated and coordinated by European Schoolnet® (EUN), in collaboration with Scientix®, with technical support from ‘EIM Consultores – Grupo Trébol Educación’. Representatives from these institutions, along with those from the educational centres participating in the project and Spain’s autonomous communities, attended the event.

The master of ceremonies was Agueda Gras-Velazquez, Science Programme Manager from EUN. Julio Abalad Gimeno, Director of INTEF, opened the event with a welcome speech, highlighting the need to identify and take advantage of the benefits that technology can bring to education. Next, Douglas Vaz Benítez, the General Director of Qualcomm in Spain and Portugal, underlined the company’s dedication to educational innovation and equal access to technology.

The Smart Connected Classrooms project, developed in three phases between 2022 and 2025, aims to test emerging technologies in the classroom, evaluate their impact on teaching and learning processes, provide training and support to teachers, and generate recommendations and good practices based on experience.

Júlia Lotina Cartanyà, Project Coordinator at EUN, presented the main results of the different phases, with the participation of representatives from the educational centres involved in the implementation of the project.

The first phase, with a total of five teachers and 128 students from Spain and Portugal, explored the use of connected classrooms and new digital solutions such as the HoverCam teaching station, the OneScreen interactive display, the eGlass smart display board and Chromebook laptops.

Throughout the second and third phases, ClassVR virtual reality equipment was used. This consisted of ClassVR headsets and USB controllers, providing access to the ClassVR portal and the immersive environment of the Avantis World Educational Theme Park.

During the second phase, which involved more than 600 students and 37 teachers, the use of virtual reality (VR) was introduced to analyse its impact on the teaching and learning processes, as well as on teachers’ attitudes and student motivation.

The third phase of the study investigated the influence of VR on learning outcomes and interest in scientific careers. 13 teachers and 520 students aged 10 and 11 from seven schools in Madrid, Asturias and Andalusia participated.

For 12 weeks, an experimental group from four of the schools attended weekly VR sessions lasting at least 15 minutes, while the remaining schools formed a control group that covered the same content without incorporating immersive technology.

Once the data had been collected and analysed, the main results and conclusions were as follows:

Overall, the findings from the research highlighted the valuable potential of VR as a complementary resource in science subjects, provided it is integrated into teaching in a pedagogically sound manner and supported by the necessary teaching resources. Additionally, the need for more controlled and focused studies to further investigate its impact was also underscored.

Following the presentation of the results, a roundtable discussion was held with representatives from EUN, INTEF, Qualcomm, Grupo Trébol Educación and educational centres. Representatives from Spain’s autonomous communities who attended the event also contributed to the discussion.

Douglas Vaz Benítez, from Qualcomm Spain and Portugal, emphasised the company’s commitment to educational innovation, as well as its cooperation with teachers and institutions to adapt technology to their needs. On the other hand, Jerónimo Bernal López, Education Advisor (‘Asesor Técnico Docente’ in Spanish) at INTEF, outlined the institutional strategies for digital wellbeing, artificial intelligence, digital citizenship, teacher training and programmes such as ‘Código Escuela 4.0’ and ‘Aula del Futuro’. Ultimately, Manuel F. Portero Ortiz, from EIM Consultores – Grupo Trébol Educación, stressed the importance of investing in educational technology in Spain, as well as providing effective training and support to educational centres and teachers to help them make the most of it.

Furthermore, Júlia Lotina Cartanyà (EUN) drew attention to the advantages of using technology appropriately, as well as the dangers of misusing it. She also mentioned the relevance of encouraging skills such as managing time online, creating a digital identity and protecting oneself in the digital world.

Regarding representatives from educational centres, Jesús Pablo Muñoz Peinador, the director of ‘La Dehesa de Humanes’ School, shared his institution’s experience, remarking on the interest generated among teachers and students, and arguing that adequate teaching planning is necessary for success. Also from the same centre, Isabel Gómez Rabaza, a teacher, described VR as an intuitive and motivating tool, pointing out that it can be learned with relative ease, even for those starting from scratch.

Along similar lines, Víctor Garrido Castro, a teacher at ‘Corazón de María’ School, addressed the process of receiving the equipment, its motivational impact on students, the effort required by teachers and the need to expand the available content. In turn, Francisco Javier Fernández Caraballo, the headteacher at ‘CEIP El Almendral’ School, explained the importance of collaboration between teachers and families, the students’ enthusiasm and the results achieved, adding that joint effort is essential.

Miguel Vila García, the Head of INTEF’s Educational Experimentation Service (‘Servicio de Experimentación Educativa’ in Spanish), delivered the closing remarks by insisting on the importance of promoting research and projects that rigorously evaluate the usefulness of emerging technologies in teaching and learning processes to ensure their responsible use and maximise their benefits.

All in all, this event offered a valuable opportunity to exchange knowledge and best practices on the application of virtual reality in education. In the end, one important lesson was clear: effective collaboration between administrations, educational institutions, industry and international organisations is crucial to encourage digital innovation that is inclusive, fair and of high quality.

For more information about the pilot project, please visit the European Schoolnet website: Smart Connected Classrooms.

The Phase 3 report is now available, and you can also watch a video of the event below.