# A Model to Measure U-Learning in Virtual Higher Education: U-CLX
## 2 Materials and Methods
### First Iteration of the Literature Review  
The purpose of this review was determined by the current trends in information technologies applied to education and the need to know the current educational models, methodologies, and methods to be used in the learning process [7]. The research questions posed in this iteration was: RQ1: _Which models have integrated educational methodologies and new ICTs?_ RQ2: _What methodologies and ICT have been integrated to generate models?_  
The search for seven keywords in English, Spanish, and Portuguese was defined: Methodology, Model, Learning, ICT, Integrations, Education, and Pedagogy. The search for seven keywords in English, Spanish, and Portuguese for each language was defined: Methodology, Model, Learning, ICT, Integrations, Education, and Pedagogy. The search was carried out in six databases: IEEE Xplore, SCOPUS, Science Direct, ACM, Web of Science, and Google Scholar. The inclusion and exclusion criteria for the systematic review were defined according to the topics project and the research questions to perform the searches. These criteria seek to refine previous studies and the proposal [7]:  
* Articles published from 2013-2019;
* Articles published in congresses, conferences, journals, and book chapters;
* Articles are written in English, Portuguese, or Spanish;
* Articles related to higher education, virtual education, models and methodologies integrated with ICT;
* The exclusion criteria were:
* Documents not available for download;
* Articles in languages other than English, Spanish, or Portuguese;* Articles that do not focus on integrating educational methodologies with information and communication technologies;
* Gray literature. The result of the general search query string is as follows: _(((\"methododge\"' OR \"methodological\") OR (\"model\"\"))) AND (\"integrat\") AND (\"educat\" OR \"learn\" OR \"pedagogical\") AND (\"ICT\" OR (\"information\" AND \"communications\" AND \"technology\")) AND (publication year > 2013))._  
From the total of 919 articles found, we finally evaluated 129. The documents that met the inclusion criteria and were appropriate to answer the RQ comprised 14.04%. We rejected 85.96%, as they did not meet the inclusion criteria. The general summary of the documents accepted and rejected by the databases is detailed in Figure 1.  
RQ1: The most relevant models and related found in the systematic review are: (a) TPACK model; (b) mobile learning and technology acceptance TAM model; (c) maturity model for assessing ICT use; (d) the eSG project: a blended learning model for teaching entrepreneur through serious games, development of an instructional model based on learning connectivism; (e) e-Inclusion modeling for blended analysis, social and ecological model for ICT integration; (f) ubiquitous learning: modeling and simulation of teaching with technology; (g) a cloud model for effective e-learning, collaborative learning based on web 2.0-based collaborative learning, a study circle model, hierarchical model for E-Learning implementation challenges using AHP; and (h) a conceptual framework for enhancing motivation in an open learning model learning environment, the flipped classroom model at the university. The model approaches found in the review allow an understanding of the need to create models that integrate new information and communication technologies with educational processes. The most important answer is the different ways to integrate technological elements in education, designing models that respond to specific problems. The need to implement technologies in education is undeniable. In this sense, we found exciting models focused on learning using ICT as a medium. However, the models that integrate educational strategies and ICT only work in a specific context and provide little information on the integration process. For example, The TPACK model prepares and evaluates lesson plans. It is an experience with pre-service teachers using social networks and digital resources.