Smart learning environments (SLEs) have gained considerable momentum in the last 20 years. The term SLE has emerged to encompass a set of recent trends in the field of educational technology, heavily influenced by the growing impact of technologies, such as cloud services, mobile devices, and interconnected objects. However, the term SLE has been used inconsistently by the technology-enhanced learning (TEL) community since different research works employ the adjective “smart” to refer to different aspects of novel learning environments. Previous surveys on SLEs are narrowly focused on specific technologies or remain at a theoretical level that does not discuss practical implications found in empirical studies. To address this inconsistency and also to contribute to a common understanding of the SLE concept, this article presents a systematic literature review of papers published between 2000 and 2019 discussing SLEs in empirical studies. Sixty-eight papers out of an initial list of 1341 papers were analyzed to identify the following: 1) what affordances make a learning environment smart; 2) which technologies are used in SLEs; and 3) in what pedagogical contexts are SLEs used. Considering the limitations of previous surveys, and the inconsistent use of the SLE concept in the TEL community, this article presents a comprehensive characterization to describe SLEs through their affordances, the technologies used, and pedagogical approaches considered in the selected papers. As a result, specific core functions of SLEs are identified and explained. This work aims at ensuring a relevant knowledge base and reference toward the implementation of future SLEs.

中文翻译：

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智能学习环境的功能性和核心功能：系统文献综述

智能学习环境 (SLE) 在过去 20 年中获得了相当大的发展势头。SLE 一词的出现包含了教育技术领域的一系列最新趋势，受到云服务、移动设备和互连对象等技术日益增长的影响的严重影响。然而，SLE 一词在技术增强学习 (TEL) 社区中的使用不一致，因为不同的研究工作使用形容词“智能”来指代新学习环境的不同方面。以前关于 SLE 的调查只关注特定技术，或者停留在理论层面，没有讨论实证研究中发现的实际意义。为解决这种不一致问题并促进对 SLE 概念的共同理解，本文对 2000 年至 2019 年间发表的论文进行了系统的文献综述，这些论文讨论了实证研究中的 SLE。对最初的 1341 篇论文列表中的 68 篇论文进行了分析，以确定以下内容：1) 什么可供性使学习环境变得智能；2) SLE 中使用了哪些技术；和 3) 在什么教学环境中使用 SLE。考虑到先前调查的局限性，以及 SLE 概念在 TEL 社区中的不一致使用，本文通过 SLE 的可供性、使用的技术和所选论文中考虑的教学方法，提出了一个全面的特征来描述 SLE。因此，确定并解释了 SLE 的特定核心功能。这项工作旨在确保相关的知识库和对未来 SLE 实施的参考。