Integrating artificial intelligence to assess emotions in learning environments: a systematic literature review.

Introduction: Artificial Intelligence (AI) is transforming multiple sectors within our society, including education. In this context, emotions play a fundamental role in the teaching-learning process given that they influence academic performance, motivation, information retention, and student well-being. Thus, the integration of AI in emotional assessment within educational environments offers several advantages that can transform how we understand and address the socio-emotional development of students. However, there remains a lack of comprehensive approach that systematizes advancements, challenges, and opportunities in this field. Aim: This systematic literature review aims to explore how artificial intelligence (AI) is used to evaluate emotions within educational settings. We provide a comprehensive overview of the current state of research, focusing on advancements, challenges, and opportunities in the domain of AI-driven emotional assessment within educational settings. Method: The review involved a search across the following academic databases: Pubmed, Web of Science, PsycINFO and Scopus. Forty-one articles were selected that meet the established inclusion criteria. These articles were analyzed to extract key insights related to the integration of AI and emotional assessment within educational environments. Results: The findings reveal a variety of AI-driven approaches that were developed to capture and analyze students' emotional states during learning activities. The findings are summarized in four fundamental topics: (1) emotion recognition in education, (2) technology integration and learning outcomes, (3) special education and assistive technology, (4) affective computing. Among the key AI techniques employed are machine learning and facial recognition, which are used to assess emotions. These approaches demonstrate promising potential in enhancing pedagogical strategies and creating adaptive learning environments that cater to individual emotional needs. The review identified emerging factors that, while important, require further investigation to understand their relationships and implications fully. These elements could significantly enhance the use of AI in assessing emotions within educational settings. Specifically, we are referring to: (1) federated learning, (2) convolutional neural network (CNN), (3) recurrent neural network (RNN), (4) facial expression databases, and (5) ethics in the development of intelligent systems. Conclusion: This systematic literature review showcases the significance of AI in revolutionizing educational practices through emotion assessment. While advancements are evident, challenges related to accuracy, privacy, and cross-cultural validity were also identified. The synthesis of existing research highlights the need for further research into refining AI models for emotion recognition and emphasizes the importance of ethical considerations in implementing AI technologies within educational contexts.

Dataset on secondary school teachers' and students' perceptions of teaching-learning activities used in Zambian secondary school biology classrooms.

Teaching and learning activities used in the classroom form an important part of the learning environment. Creating productive learning environments may be influenced by how teachers and students perceive the teaching and learning process. Teachers' and students' perceptions of teaching and learning seem to influence each other. For example, how teachers approach their subject matter impacts how their students learn and view the learning environment or process. Therefore, the degree of teaching and learning quality congruence between teachers' and students' perceptions of teaching-learning process may impact the setting of the learning environment. This article describes a dataset concerning teachers' and students' perceptions of 26 teaching-learning activities used in biology lessons. The data were collected from 57 biology teachers and 469 students from 16 selected secondary schools in four districts of Zambia. Data were collected during the 2022 academic year using separate validated survey questionnaires. The statistical package for the social sciences (SPSS) version 25 was used to analyse the data by calculating descriptive and inferential statistics to describe and compare the participants' perceptions of the teaching-learning activities in biology lessons. The data may provide valuable insight into current teaching practices in biology classrooms based on teachers' and students' perceptions. The data may also provide a basis for comparing teachers' and students' perceptions of teaching-learning activities in biology classrooms.

Students with autism in an alternative classroom during COVID-19 pandemic: experiences shared by special educators in India.

Introduction: During the COVID-19 pandemic, the students with Autism faced difficulties in teaching-learning due to campus closures. The special schools opted for alternative classrooms i.e. online mode. Due to certain specific and unique characteristics, the learning experiences of students with autism would be different from neurotypical students. Objectives: To know about the challenges and facilitators of the alternative classroom through the teacher's narratives. Method: The virtual interviews recorded by 15 special educators from special schools in Kolkata city and its outskirts, selected using purposive sampling were analyzed through inductive thematic analysis. Results: The generated themes reveal the challenges of setting up and adapting to the online classes faced by special educators, students, and their parents. The study findings also inform about the advantages gained during the pandemic such as parental involvement for better learning in a safe space. Conclusion: A combined mode of teaching might be appropriate for the future to bring out the best in the learners.

The Student Grand Round: A Peer Teaching Initiative.

Introduction Oral presentation and public speaking skills are poorly emphasised in the medical school curriculum. The student grand round was created to tackle this deficiency by changing the way in which students are taught, from traditional lecture-based learning to interactive small-group peer-to-peer teaching. This approach encourages students to become responsible for their own learning, develop their public speaking and teaching skills, as well as identify and address gaps in their knowledge. Aims The primary aims of this study were to determine the understanding of students before and after peer teaching, including retention of concepts via quiz scores and confidence of students in giving SBAR (Situation, Background, Assessment, Recommendation) handovers. The secondary aim is to determine the place of student-led grand round teaching in the medical curriculum as a means of developing teaching skills and encouraging active learning. Methods A cohort of 21 third-year medical students from Leicester University attended a weekly peer teaching programme where students presented a case they had encountered during their clinical attachment. Peer teachers were required to research some background and pathophysiology regarding the topic and teach in an interactive manner and create discussion regarding the topic. The students then summarised the case and practised the skill of concise handovers using the SBAR format. Knowledge and understanding were assessed with an interactive quiz, and feedback via a survey was gathered before and after sessions. Each student engaged in case discussion and received input from a specialty registrar regarding their presentation skills, case knowledge, and SBAR handover. Results Individual and combined session analysis demonstrated a significant improvement in scores across understanding the topic and confidence in SBAR. Student recommendation for the session cumulatively was significant (p=0.02); however, comparison of medical student recommendations of individual sessions did not yield statistically significant results. There was a significant improvement in the overall quiz score (p=0.045), and average scores improved from 51% to 70% (p=0.043). There was a significant increase in the mean quiz result after the first two sessions (28-55% (p=0.002) and 56-85% (p=0.0001), respectively). Summary The student grand round is a promising teaching initiative that capitalises on peer teaching, a valuable learning theory that centres around students taking on the role of teachers to instruct their peers. Results from this study have shown that this method of collaborative teaching is effective in improving the understanding of medical topics, increases confidence in public speaking and precise handover skills, and therefore better prepares medical students for their career as future clinicians.

Wisdom and the Bible in Teaching-Learning through Global Service Experiences.

The authors, who are nursing faculty members and leaders at a faith-based institution of higher education, discuss their concept of wisdom and how it guides their teaching and practice. Wisdom is seen by them as a universal humanuniverse living experience that is inspired and cocreated with their faith and understanding of God with others. They apply the concept of wisdom in global service experiences that their institution supports. These experiences strengthen their inherent core whatness as they cocreate what is important in the moment while participating in teaching-learning.

Heuristics: The Teaching-Learning Journey.

In this column, the author describes a heuristic framework for teaching-learning nursing made of the humanbecoming paradigm, living the art of humanbecoming, and the humanbecoming teaching-learning model. A story helps to clarify the heuristic framework.

A formulation for asphalt concrete air void during service life by adopting a hybrid evolutionary polynomial regression and multi-gene genetic programming.

Bitumen, aggregate, and air void (VA) are the three primary ingredients of asphalt concrete. VA changes over time as a function of four factors: traffic loads and repetitions, environmental regimes, compaction, and asphalt mix composition. Due to the high as-constructed VA content of the material, it is expected that VA will reduce over time, causing rutting during initial traffic periods. Eventually, the material will undergo shear flow when it reaches its densest state with optimum aggregate interlock or refusal VA content. Therefore, to ensure the quality of construction, VA in asphalt mixture need to be modeled throughout the service life. This study aims to implement a hybrid evolutionary polynomial regression (EPR) combined with a teaching-learning based optimization (TLBO) algorithm and multi-gene genetic programming (MGGP) to predict the VA percentage of asphalt mixture during the service life. For this purpose, 324 data records of VA were collected from the literature. The variables selected as inputs were original as-constructed VA, VA orig (%); mean annual air temperature, MAAT (°F); original viscosity at 77 °F, η o r i g , 77 (Mega-Poises); and time (months). EPR-TLBO was found to be superior to MGGP and existing empirical models due to the interquartile ranges of absolute error boxes equal to 0.67%. EPR-TLBO had an R2 value of more than 0.90 in both the training and testing phases, and only less than 20% of the records were predicted utilizing this model with more than 20% deviation from the observed values. As determined by the sensitivity analysis, η o r i g , 77 is the most significant of the four input variables, while time is the least one. A parametric study showed that regardless of MAAT , η o r i g , 77 , of 0.3 Mega-Poises, and VA orig above 6% can be ideal for improving the pavement service life. It was also witnessed that with an increase of MAAT from 37 to 75 °F, the serviceability of asphalt concrete takes 15 months less on average.

Fundamentos teóricos de una investigación sobre competencia profesional comunicativa en el docente de la educación médica superior

La competencia profesional comunicativa resulta una necesidad para el logro del desarrollo discursivo en las ciencias médicas, pero sucede que en numerosos casos se adolece de preparación didáctica por desconocimiento sobre competencia comunicativa. Es propósito de este texto fundamentar los presupuestos teóricos que sustentan los estudios sobre el desarrollo de la competencia comunicativa para el desempeño profesional del docente de la educación médica superior. El texto constituye una salida del proyecto de investigación no asociado al programa Perfeccionamiento de competencias profesionales en el contexto de la salud que lidera el Centro de Desarrollo de las Ciencias Sociales y Humanísticas en Salud. Se efectúo la búsqueda en bibliografía impresa y digital certificada, se consultaron bases de datos como SciELOCuba, SciELO Regional, los sitios web Organización Panamericana de la Salud, Organización Mundial de la Salud. El estudio de documentos propició la determinación de los presupuestos teóricos que sustentan el estudio que se desarrolló desde enero de 2021 a diciembre de 2023.

The talkative professional competition is vital in the educational one that imparts the subject History of Cuba in the Medical Sciences, but, it happens that in numerous cases didactic preparation suffers due to lack of knobbledge and communicative competence. It is purpose of this text to substantiate the theoretical assumptions that support studies on the development communicative for the professional performance of Cuban history teachers. It not belongs to the project associated to program: Improvement of professional competitions in the context of the health that leads the Center of Development of the Social and Humanistic Sciences in Health 2021-2023. You makes the search scientifically in certified printed and digital bibliography, databases like SciELOCuba are consulted, Regional SciELO, the places web Pan-American Organization of the Health, World Organization of the Health. The study of documents propitiated the elements to apply for the professors of the subject to reach the professional competition in the formative process.

Serious games to assess students.

This paper describes experiments where students were assessed using the Serious Games (SGs) they created. The first experiment is with students attending our "Business Games" module for the master's degree in "Innovation" at the Tunis Engineering School. The second experiment involved students enrolled in our "Introduction to Data Science" module of the master's degree in "Data Sciences" at the High Institute of Management of Tunis. We requested each section's students to design a game related to the covered module. Through innovative assessment practices, we hope to motivate students. We aimed to confirm that creating games reinforced students' mastery of the module content. At the end of the semester, students presented their games, and some of them are described here. The results of the questionnaire filled out by the students at the end of these experiments revealed that, despite their different profiles, they appreciated these experiments and their influence on mastering the modules' contents. This article introduces the SG and its use in assessment. It also discusses the importance of creating serious games by the learner and how it affects learning. Even though some students mentioned that creating their games took more time than studying for a traditional exam, they believed the experiment as a whole was positive and enjoyed the innovation. Therefore, to construct the game, students reviewed the content of the module more than once. Additionally, students asked for the experiment to continue and expand to additional modules the following year.

Exploring success factors and relationships in virtual learning using ISM and fuzzy MICMAC analysis.

The COVID-19 pandemic's consequences have led to a global change in educational settings towards online learning. The utilization of virtual learning (VL) has increased significantly. This study aimed to extract the success factors of VL and also examine the relationships among them. The research method involves examining factors identified in the literature review and seeking confirmation from experts using the Content Validity Index (CVI) method. Ten success factors are extracted and confirmed, including Technological, Management, Learning Capability, Pedagogical, Ethical, Resource Support, Interface Design, Evaluation, Institutional, and Study Environment. Based on the Interpretive Structural Model (ISM) method and the fuzzy matrix of cross-impact multiplications applied to classification (MICMAC), which divides the factors into five levels, the relationship between these factors is examined. Level I emphasizes the importance of evaluation mechanisms. Level II stresses integrating pedagogical, ethical, resource support, and institutional aspects. Level III highlights the alignment of learner capabilities with platform interfaces. Level IV underscores the significance of the learning environment. Lastly, Level V emphasizes the interplay between technology and management in VL's expansion. The findings of this study can be developed and customized through collaboration among instructors, learners, and institutions. Moreover, the findings from correlating success factors can be applied in practical learning experiments or utilized to develop efficient modeling manuals.

Safety competence promotion in secondary education - A case of the Finnish NouHätä! Programme.

The Nouhätä! safety education programme has been organised in secondary schools in Finland for over 25 years. However, to date, it has not been systematically evaluated. The purpose of this quantitative survey is to provide information about good practices, benefits and limitations of the NouHätä! Programme; this has been done by answering the research question what variables explain pupils' safety competence after participating in a NouHätä! safety education programme? The results show that the best learning outcomes in safety education are achieved when training is organised in collaboration with teachers and safety experts. Practical training also seems to have a significant impact on the safety competence of pupils. The results suggest that background variables like school success and the sources of safety knowledge affect the level of pupils' safety competence. The results of the study can be used to develop the programme and other safety education programmes for children and young people.

Intelligent recommendation system for College English courses based on graph convolutional networks.

With the rapid development of international communication, the number of English courses has shown an explosive growth trend, which has caused a serious problem of information overload, resulting in poor teaching performance of recommended English courses. To solve this problem, this paper proposes a graph convolutional neural network model based on College English course texts, students' major, English foundation and network structure characteristics. First, by analyzing the relevant data of College English courses and combining with graph neural network, an English course recommendation algorithm model based on the College English learning strategy of proximity comparison is proposed. Then, the College English texts are taken as feature input, and multi-layer graph convolutional neural network is used to process the above graph neural network structure. Attention mechanism is introduced to enhance the representation of graph features in College English skills. Finally, multi-layer attention model is used to process the courses that users have learned, and intelligent course recommendation is made by combining the multi-layer attention modeling of College English skills. The experimental data show that the proposed method achieves the best performance compared with the commonly used College English course recommendation method.

An enhanced and efficient approach for feature selection for chronic human disease prediction: A breast cancer study.

Computer-aided diagnosis (CAD) systems play a vital role in modern research by effectively minimizing both time and costs. These systems support healthcare professionals like radiologists in their decision-making process by efficiently detecting abnormalities as well as offering accurate and dependable information. These systems heavily depend on the efficient selection of features to accurately categorize high-dimensional biological data. These features can subsequently assist in the diagnosis of related medical conditions. The task of identifying patterns in biomedical data can be quite challenging due to the presence of numerous irrelevant or redundant features. Therefore, it is crucial to propose and then utilize a feature selection (FS) process in order to eliminate these features. The primary goal of FS approaches is to improve the accuracy of classification by eliminating features that are irrelevant or less informative. The FS phase plays a critical role in attaining optimal results in machine learning (ML)-driven CAD systems. The effectiveness of ML models can be significantly enhanced by incorporating efficient features during the training phase. This empirical study presents a methodology for the classification of biomedical data using the FS technique. The proposed approach incorporates three soft computing-based optimization algorithms, namely Teaching Learning-Based Optimization (TLBO), Elephant Herding Optimization (EHO), and a proposed hybrid algorithm of these two. These algorithms were previously employed; however, their effectiveness in addressing FS issues in predicting human diseases has not been investigated. The following evaluation focuses on the categorization of benign and malignant tumours using the publicly available Wisconsin Diagnostic Breast Cancer (WDBC) benchmark dataset. The five-fold cross-validation technique is employed to mitigate the risk of over-fitting. The evaluation of the proposed approach's proficiency is determined based on several metrics, including sensitivity, specificity, precision, accuracy, area under the receiver-operating characteristic curve (AUC), and F1-score. The best value of accuracy computed through the suggested approach is 97.96%. The proposed clinical decision support system demonstrates a highly favourable classification performance outcome, making it a valuable tool for medical practitioners to utilize as a secondary opinion and reducing the overburden of expert medical practitioners.

Faculty Worldviews: The Challenge of Diversity and Silos.

While much has been written about diversity and worldviews, too often an openness and respect for diversity of perspectives in teaching-learning seem veiled in calls for sameness in thinking about the world, education, and events. In this column, the author explores the issue of diversity of faculty perspectives in the teaching-learning of nursing. Thoughts are shared from the humanbecoming teaching-learning model, exploring the notion of synergistic patterning in creating a rich tapestry of teaching-learning of nursing.

Pre-class mode "flipped" again: Making videos instead of just watching them.

"Flipped classroom" has subverted the traditional classroom teaching model and is believed to have a positive impact on knowledge acquisition and skill training for higher education students. The pre-class learning phase is considered a key factor in the success of flipped classrooms. However, currently, the pre-class learning phase of flipped classrooms mainly relies on video watching, which makes students passive receivers. Teachers need to invest a lot of time and resources in developing online videos, which greatly increases students' learning time and tasks. This also hinders the promotion of this teaching model. This study designs a pre-active learning strategy based on student participation in video production and a flipped classroom teaching model, and uses questionnaire surveys and interviews to observe students' reactions, explore its impact on students' satisfaction, and empirically analyze the path it affects students' satisfaction. We found that in the pre-class phase, the greater the ease of use and usefulness perceived by students in video production, the higher the students' satisfaction. Perceived enjoyment and perceived value are important intermediary paths. In addition, based on the research results, this study proposes suggestions for a flipped classroom teaching model based on video production. The results of this study will provide important references for the pre-class learning phase of flipped classrooms.

A social network analysis of college students' online learning during the epidemic era: A triadic reciprocal determinism perspective.

The way in which college students learn online has dramatically altered due to the COVID-19 pandemic. Using the triadic reciprocal determinism (TRD) theory, this study aimed to identify the key factors influencing college students' online learning experience through sentiment analysis, text mining, and social network analysis (SNA). Macro- and micro-level parsing was conducted on the SNA model, which was divided into core, mantle, and shell layers to determine the most influential factors in the core layer. This study found that learners' personal factors, learning behaviors, and related elements in the online learning environment significantly influenced the learning outcomes of college students enrolled in online courses. Additionally, this study explored the distribution of SNA model elements in the mantle and peripheral shell layers, which also impact the online learning experience of college students. Overall, this study provides a comprehensive overview of the various factors affecting college students' online learning experience, and highlights the importance of considering these factors when designing online learning environments for college students.

The evolution of anesthesiology education: Embracing new technologies and teaching approaches.

Background and aims: Medical education requires regular reforms to include emerging best practices and technologies, while also critically evaluating effectiveness of traditional didactic teaching methods. This manuscript examines the challenges and opportunities associated with modernizing the anesthesiology curriculum. Methods: Narrative review of literature on innovations in medical education, with a specific emphasis on anesthesiology training. Results: Educators face difficulties implementing new teaching approaches and evaluating their effectiveness. However, active learning methods, blended with selected traditional techniques, can enhance learner engagement and competencies. Self-directed learning and simulations prepare students for real-world practice, while flipped classrooms and online platforms increase accessibility. Conclusions: A blended approach, integrating interactive technology alongside modified lectures and seminars, may optimize anesthesiology education. Despite the promise of improved pedagogies, further research is required to assess outcomes. By embracing innovation while retaining certain foundational methods, programs can equip anesthesiologists with modern skills. This evolution is key to meeting the needs of 21st-century anesthesia care needs. Remaining at the forefront of this transformation will be vital in preparing competent future anesthesiologists through state-of-the-art education.

Mapping the educational Frontier: Unleashing the Potential of artificial intelligence talents through cooperative planning in the Guangdong-Hong Kong-Macao greater bay area.

The Guangdong-Hong Kong-Macao Greater Bay Area (GBA) has become an important hub for technological innovation and economic development in China. With the growing demand for artificial intelligence (AI) and big data technology talents, it is essential to develop educational cooperation within the GBA to develop a talent pool that can meet the changing needs in the region. This paper focuses on the development of dynamic demand for AI talents and proposes a strategic planning framework for educational cooperation in the GBA. We use the research idea of common attributes and key chain clustering-factor association selection-analysis of the driving force and subordination among factors-the key characteristics of AI talents. Using collinear analysis of citations and grounded theory methods, an operational definition of the influencing factors of AI talent literacy characteristics is constructed. Using the Interpretative Structural Modeling(ISM) and MICMAC (Matrice d'Impacts Croises-Multipication Applique A Classement), analyze and identify the driving force and subordination of the influencing factors of key traits of talents, and present the combined effect of multi-level factors of key traits of talents. Combined with the educational differences and complementary advantages in the GBA, five strategies and seven implementation suggestions for the GBA's AI talent education cooperation plan are formulated to establish a collaborative ecosystem that promotes the growth and integration of AI in the GBA.

Em Defesa de Escolas Bilíngues de Surdos: Interlocuções dos Movimentos de Resistência em Portugal e Brasil / In Defense of Bilingual Schools for the Deaf: Interlocutions of Resistance Movements in Portugal and Brazil

RESUMO: Este trabalho parte de uma aproximação entre estudos realizados no Brasil e em Portugal, cenários em que as lutas pelo reconhecimento das pessoas surdas como participantes de uma comunidade linguística minorizada vêm pautando as discussões em defesa de uma escola bilíngue. Olha-se para os dois contextos a partir do entendimento da escola como lugar do encontro com a diferença, dando atenção no que se aproximam e, também, nas suas singularidades, dadas suas condições históricas, políticas e sociais. Realizaram-se interlocuções entre os movimentos de resistência pela manutenção dos espaços "Escola" - Escolas de Surdos (Brasil) e Escolas de Referência para Educação Bilíngue de Alunos Surdos - EREBAS (Portugal) - como também aproximação aos discursos de estudantes surdos, com o objetivo de olhar as potencialidades desses espaços possibilitarem experiências de ser Escola. Os estudantes — sujeitos da experiência — perceberam que a identificação linguística proporcionada pela Escola de Surdos/ EREBAS está relacionada ao acesso ao conhecimento, que vem sendo negado — ou não garantido — nos espaços da "escola inclusiva". A defesa desses espaços precisa estar atrelada à busca de um lugar que dê significado às coisas do mundo, que abra o mundo e possibilite experiências que só acontecem nesses espaços de encontro com a diferença.

ABSTRACT: This work starts from an approximation between studies carried out in Brazil and Portugal, scenarios in which the fights for recognition of deaf people as participants of a minoritized linguistic community has been the topic of discussions defending a bilingual school. Both contexts are seen from the understanding of school as a place to meet with the difference, with an attentive look into what approximates them and also their singularities, given their historical, political, and social conditions. Interlocutions were held between resistance movements for the maintenance of "School" spaces - Schools for the Deaf (Brazil) and Reference Schools for Bilingual Education for Deaf Students - EREBAS (Portugal) -, as well as the approximation approaching the speeches of deaf students, with the aim of looking at the potentiality of these spaces to enable experiences of being a School. The students - subjects of experience - noticed that the linguistic identification offered by the School for the Deaf/EREBAS is related to access to knowledge, which has been denied - or not guaranteed - in the spaces of the "inclusive school". The defense of these spaces needs to be linked to the search for a place that gives meaning to the things in the world, that opens up the world and enables experiences that only happen in these spaces of encounter with difference.

Uso de la plataforma Moodle en los estudiantes de la asignatura Enfermería en Urgencias

Introducción: La Universidad de Ciencias Médicas de Matanzas dispone de un aula virtual soportada por la plataforma Moodle. Su uso, a pesar de las actividades de superación realizadas como talleres, cursos y adiestramientos, continúa siendo un reto para estudiantes y profesores, pues no todos son capaces de explotar las herramientas que brinda esta plataforma en función de cumplir con los objetivos determinados en los programas de estudio de cada asignatura. Objetivo: Valorar el uso que hacen de la plataforma Moodle los estudiantes de la asignatura Enfermería en Urgencias, en la Facultad de Ciencias Médicas de Matanzas. Materiales y métodos: Se realizó un estudio cuantitativo en el período mayo-julio de 2023, para evaluar el uso de la plataforma Moodle que hacen los estudiantes de la asignatura Enfermería en Urgencias en la Facultad de Ciencias Médicas de Matanzas. Resultados: Los resultados mostraron que existió un buen uso de algunas de las herramientas de la plataforma Moodle por parte de los estudiantes, lo que llevó a una alta adquisición de conocimientos. Conclusiones: Sin duda, las nuevas tecnologías pueden suministrar medios para la mejora de los procesos de enseñanza aprendizaje, pero su utilización a favor o en contra de una sociedad más desarrollada, dependerá en gran medida de la educación, de los conocimientos y la capacidad crítica de sus usuarios, que son las personas que ahora se están formando.

Introduction: The Matanzas University of Medical Sciences has a virtual classroom supported by the platform Moodle. Its use, despite the improvement activities carried out, like workshops, courses and trainings continues to be a challenge for students and teachers, since not everyone is capable of exploiting the tools provided by this platform in order to meet the objectives determined in the study programs for each subject. Objective: To assess the use made of the Moodle platform by students of the subject Emergency Nursing, at the Faculty of Medical Sciences of Matanzas. Materials and methods: A quantitative study was carried out in the period May-July2023, to assess the use of the Moodle platform by students of the subject Emergency Nursing at the Faculty of Medical Sciences of Matanzas. Results: The results showed that there was good use of some of the Moodle platform tools by the students, which led to a high acquisition of knowledge. Conclusions: Without a doubt, new technologies can provide means for the improvement of teaching-learning processes, but their use for or against amore developed society will depend to a large extend on the education, knowledge and critical capacity of their users, who are the people who are now being trained.