The COVID-19 pandemic has become both a challenge and an opportunity to implement certain changes in the world of education. One of the most important differences has been online evaluation, which had, until now, been marginal in most prestigious universities. This study compared the academic achievement of the last cohort that performed classroom assessment and the first group that was graded for an official degree using synchronous online evaluation. Other variables measured were the self-assessment of students in this second group, in order to understand how it affected their perception of the process using three different indicators: stress, difficulty, and fairness. Nine hundred and nineteen students participated in the study. The results indicate that online assessment resulted in grades that were 10% higher while enjoying the same degree of validity and reliability. In addition, stress and difficulty levels were also in line with the on-site experience, as was the perception that the results were fair. The results allow us to conclude that online evaluation, when proctored, provides the same guarantees as desktop exams, with the added bonus of certain advantages which strongly support their continued use, especially in degrees with many students who may come from many different locations.

Taking into account that the first virtual reality viewers started to be marketed in Spain at the end of 2016 (Gadelha, 2018; Parong and Mayer, 2018; Rizzo and Koenig, 2017) [1], [2], [3], a questionnaire was designed in order to show the social and demographic profile of this first generation of users of virtual reality experiences, itemising their ages, genders, educational level, professional field and present work status. Furthermore, the participants’ habits of use, interests, attitudes, assessments about the future potential of virtual reality in a range of areas and their preferences in this area are shown through the other items of the questionnaire.A wide sample of 117 participants, who were early adopters of virtual reality viewers, was obtained posting a new thread in the virtual reality forum of the Internet website ‘Elotrolado.net’. The data were collected by means of an online questionnaire hosted at the private servers of ‘Encuestafacil.com’.The sample did not undergo any pre-treatment and the obtained data were not altered.

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This study describes the social and demographic profile of the first generation of users of marketed virtual reality (VR) viewers in Spain and, subsequently, it assesses the interest in its use as a learning tool. For that purpose, an online questionnaire created ad hoc was administered to a sample of 117 participants. The relationship between twelve variables was analysed comparing means through the Snedecor's F distribution and the contingency tables through the Chi-squared test and Somers' D. Among other issues, it was concluded that the virtual reality user profile at present corresponds to a person older than 36, mainly men, with higher education and having acquired their viewer no longer than one year ago. Concerning the interests of virtual reality users as a learning tool, only a few of them currently use virtual reality for this aim, but they mainly show an interest in using the virtual reality as a learning method and they feel optimism regarding the future use of this technology as a learning tool. However, this is not the case among users of video game consoles (PSVR), who are mainly men not interested in their use as a learning tool at

Aging typically manifests itself in a variety of physical and cognitive alterations and challenges that are not always easily accepted. Feeling dissatisfied with these changes can also affect the mood and self-esteem of older people causing body image problems. The present study focuses on body satisfaction in Spanish older people (176 participants; M and SD = 64.03 ± 1 8.06; age range 50 to over 75) by employing experimental research to test whether psychosocial interventions may have a positive impact. Our aims are threefold: (1) To describe the body satisfaction of older people considering intervening variables, such as age, gender, having a stable partner, time of the year, and place of residence; (2) to compare body satisfaction improvement in older people participating in a specific body satisfaction program designed for this purpose versus a non-specific program run by the Spanish Red Cross; and (3) to examine the relationship between age, gender, having a stable partner, time of the year, place of residence, body satisfaction and participating in the experimental condition. The IMAGINA specific body image program yielded a significant improvement in body satisfaction when compared with the non-specific program in both men and women regardless of marital status and in some age groups: 50 to 54 years old, 60 to 64 years old, and 65 to 69. Male participants, as well as singles, were more satisfied with their bodies, and the contrary was true for divorced and separated. The IMAGINA program was particularly useful in participants with more body image problems. As shown, the pressure to fit beauty standards and related problems do not go away with age, a fact that is embodied and experienced differently in men and women.

Second language acquisition as a process is subject to factors related to the student, the teacher, the learning structure and learning organisation, and also to the learning environment. The research hereby presented aims to establish the relevance of the above-mentioned factors in the process of second language learning. The study addresses the point of view of teachers, as their perspective concerning the learning process is privileged. If it were not to be included in a scientific process, this detailed and contextual knowledge would not be able to contribute to the improvement of teaching. The data obtained will allow for the designing of teaching strategies focused on learners' needs and requirements. This is a descriptive, observational and cross-sectional study with the participation of 216 practicing teachers within the Community of Madrid in Spain. The information was collected through an online questionnaire using the Google Drive tool Google Forms . Then, it was analysed and validated with IBM SPSS Statistics 25.0. The outcomes of the study show that the factors linked to the teacher are the most dominant for those educators in the Community of Madrid. Regarding the teacher-student relationship, the use of teaching resources and materials adequate for learning, together with the communication, strategies used, the linguistic input received by the students and the planning of lessons, are factors showing the greatest capacity to determine the process of teaching and learning a second language.

According to many relevant scientific researches conducted in the last few years [1–3], the study of music-related subjects implies greater development of both intellectual and executive functions of students. Those functions comprise musical intelligence [4] and the rest of multiple intelligences [5], as well as the general and factorial intelligence [6]. The present research may help students organise and plan their studies with an improvement of their study habits, thus better self-organising their daily work. Unfortunately, the percentage of secondary students at Music Integrated Centres is less than 0.01% of the total centres; indeed, there are only 10 centres in Spain out of 34,149 total number of non-university education centres of this type [7]. Hence, the sample obtained from this data collection is a rara avis of a great scientific value [8,9]. In this study, a sample of 28 first-year secondary students at a Music Integrated Centre has been collected. In Music Integrated Centres, learners simultaneously study the General Education System and music-related courses from their third year of Primary Education until the second year of Baccalaureate. In order to obtain the data, several measurement tests have been conducted, namely general and factorial intelligence, multiple intelligence and study habits. Moreover, the study collects the academic performance of students in two evaluations carried out the school year 2017–2018 of the general courses on Spanish Language (mother tongue of the students), Mathematics, Social Sciences, Natural Sciences and English as a Foreign Language, as well as the music-related subjects, in particular Musical Language, Instrument and Choir. The data gathered for this field study can be useful if related to other researches on students belonging to other levels and modalities at Secondary Education with a focus on multiple intelligences and learning strategies, among others.

Developing an accurate second language competence different from the mother tongue has become an essential skill in today's globalized world, and therefore it is a highly valued and demanded learning among the main educational institutions and models. However, it is a complex process that is influenced by numerous and, in many cases, unknown factors, which are not usually taken into consideration when designing second language learning processes, which tend to lead to inadequate teaching and may lead to school failure that could have been avoided. 216 in-service teachers from all non-university educational stages of the Community of Madrid, Spain, evaluate the significance of 44 factors traditionally associated with second language learning, which are grouped into four general categories (factors linked to students; factors linked to teachers; learning structure and organisation; and learning environment) through a five-point Likert scale. The data were collected using a Google Forms questionnaire through the research described in Arigita-García et al. (2021) [1] . The sample is heterogeneous concerning different attribute variables such as age, teaching experience, gender, school ownership, and the language in which classes are taught. The sample was obtained through social networks and teacher forums. The data collection offers essential information to better understand the process of second language learning, as it gathers the experience and learning accumulated by the teachers who took part in this work, which implies direct information from the educational reality that they are intended to improve.