Technologies for Supporting Teaching and Learning

This research area investigates several aspects related to the design, implementation, use and evaluation of technologies (Internet-based, mobile and other devices) to support learning and teaching processes.

One of the main issues in this line of research is which are the most appropriate technologies and how can they support different pedagogical approaches. This includes the study of the mechanisms and strategies used by learners to communicate and collaborate with peers and tutors in an online learning context. The use of techniques and methodologies from artificial intelligence and machine learning areas for modeling learners' behavior is also considered.

Thesis Poposals


Research Group

Business simulations and its impact on ethics, management competences and skills

This research seeks to analyse and design environments in which to create and develop suitable personal and professional decision-making skills. The research aims to systematize this knowledge to create, use and disseminate simulations as a tool for better approaching the complexity of decision-making in complex environments, mainly in companies, both as a part of professional learning and in subjects related to management, entrepreneurship and managerial skills.

At the doctoral school we offer a maximum of three slots to cover the following subjects:

  • Analysis of competences and learning outcomes using business simulators, specially critical thinking, collaboration, team work, creativity, innovation and entrepreneurship.
  • The gender approach and ethical issues of simulations and business games.

Dr Àngels Fitó 


Dr Pablo Lara-Navarra


Dr Raquel Ferreras García


Dr Laura Lamolla- Kristiansen


Dr Ramon González-Cambray



GO2SIM Research Group

Teaching and learning basic skills using complex technology in the school

This research line aims to study the process of teaching and learning basic skills in primary and secondary education using complex educational software, including mobile technology. Some conceptual constructs associated with this area are:

  • Digital/Informational Literacy
  • Informational Problem Solving
  • Learning to learn (Self-regulation, metacognition)
  • Learn to collaborate
  • Critical thinking.

Dr Toni Badia


Dr Lorena Becerril Balín



SINTE Research group

Ethical issuesin ICT
  • Social, educational and ethical implications of emerging ICT.
  • STEM Education (science, technology, engineering and mathematics) for the promotion of gender inclusion and equity in the information society.  
  • Sustainable and responsible research and innovation in ICT.

Dr Adriana Ornellas



ICT forlearning about the sciences and engineering

Experimental sciences in general – and physics in particular – are usually a very challenging subject for students and teachers, and even more in an e learning environment. How can a graphic or an idea be shown and explained? How can a question regarding a specific point of a drawing be addressed? How can we perform an experiment? 

This line of research studies how all these questions, among others, can be addressed. In particular, how can technology help sciences students in higher education.

Dr Antoni Pérez Navarro



Mathematical e-learning

The goal is to analyse important aspects related to the online mathematics courses offered in higher education programmes, including: benefits and challenges, universities offering this type of education, methodological considerations, emergent technologies, learning projects and environments, etc. In addition, the key aspects of world-class mathematical e-learning models and their historical evolution are to be analysed. Special attention is paid to mathematical curricula in science and engineering degrees, where a lot of work needs to be done in order to adapt mathematics courses to the continuously changing educational needs of students.

Dr Angel A Juan


Dr Laura Calvet 

Mail: lcalvetl@uoc.educ


Research Group at IN3 – EIMT UOC

Technology for learning to read

Reading is one of the most important abilities that children learn at school. However, the basis for learning to read are in the development of oral language along the preschool period. The thesis will focus on developing a technology to improve the phonics, phonological awareness, vocabulary and grammar of preschool children at risk of reading disabilities. The thesis will include the design and implementation of the program and a pre-post study in which we will test the benefits of the program. 

Dr Llorenç Andreu Barrachina


GRECIL Research Group

Technology-enhanced assessment (e-assessment)

Technology can support many aspects of assessment processes but there is still a lack of tools to provide qualitative and rich feedback in a simple way.  E-assessment processes are still based on multiple choice test or just open questions but without a real grade to measure how a competence is being achieved neither providing a formative feedback. In the same line, there is a lack on trustability when an assignment is delivered through the net. Authorship is becoming one of the hot toping when turns into elearning. Thus this research line is focusing, on the one hand, on analysing the wide range of technologies available and ways in which technology can be used to support assessment and feedback. On the other hand is also focusing on analysing and designing tools to enhance and ensure the authorship of a simple submitted assignment.

Dr Ana Elena Guerrero


Dr M. Elena Rodríguez



e-Assesment and automatic feedback in online programming courses

This research line has the aim to develop new solutions to automatically correct programming. These set of tools will open the possibility to provide better feedback and leverage assessment efforts from tutors in these mass courses.

Automatic assessment of algorithmic exercises is a vibrating research line. Research efforts have been focus on assessing the exercises based on the testing of a set of input and compare the obtained outputs with the expected values but little effort has been done in the algorithm structure comparison.

This research propose to design new solutions from the pedagogical perspective of teaching by competence using tools like rubrics.

Dr Rosa Mayordomo 


Dr Teresa Guasch


Dr Anna Espasa



Immersive technologies and e-learning

Online universities tend to have relatively high dropout rates. It is difficult for a future psychologist to learn about the brain without interacting with the latest Artificial Intelligence technologies, such as a 3D model or educational chatbots. In this sense, future teachers need to learn skills such as interpersonal communication to deal with unmotivated students.

This line aims to explore the use of immersive technologies to allow students to live new "first-person perspective" learning experiences in adapted learning systems, which can increase personalization, improve efficiency, and increase motivation and participation in learning.


Dr Laura Calvet

Mail: lcalvetl@uoc.educ

Dr Pierre Bourdain


Dr Marta Arguedas




DARS Research Group