## 6 Conclusions  
This research study provides experimental evidence that using positive reinforcement social networks in educational environments can increase the participation of students in class; therefore, the first research question can be answered positively. As the use of the platform BeingExample had a positive impact on classroom participation, it can be said that the participation model proposed is a valid model for educational environments. Furthermore, these positive results demonstrate the success of implementing PRSNs in educational settings. However, more tests and an extensive analysis of other academic outcomes should be conducted to identify any negative effects. Students who had doubts about their online social skills were helped by the use of PRSNs, given that, in the final survey, there was a reduction in the number of students answering sometimes or somehow. Furthermore, there was an increase of positive answers to every question. Therefore, it can be concluded that using BeingExample has a positive impact on students' perceptions of their own social skills, which implies that research question two can also be answered positively. Students and teachers are increasingly using ICTs, and it is expected that this study can help them to decide between different technological options, or motivate them to implement similar functionalities to those which have proved to succeed, and try to avoid those which do not enhance academic outcomes. Although positive outcomes can be extracted from this research, it is important to identify the key factors in order to apply these results to other real environments. Therefore, drawing on the work of [40] where factors affecting ICT adoption processes were explored, it can be said that the main factors influencing the implementation of this and other new technologies in classrooms are: organizational support, leadership, training and development, and resources. It is worth noting that individual teachers are usually the ones who bring new technology-based approaches to their teaching practice [8]. Communication between students and between students and teachers can be said to have been improved. This is not new, as there are several works highlighting this improvement in communication when social media are used for academic purposes. The use of the platform also encouraged cooperation between students. It would be interesting to set up a longer experimental study with an initial analysis of the class and improvements to be achieved through platform use. Varying the weight of the indicators might be useful. In this case, weights were not used. However, if a measure of goal achievement is needed, for example, improving classroom communication, teachers should have the option of giving more weight (for the calculation of rewards) to the items related to communication. There are many questions still unanswered that could be the starting point for future works. Some of the most important ones are the following:  
* Would results be similar if the content shared and studied on a PRSN was only related to the subject taught by the teacher using the platform with their students? * Is there a relation between academic performance and student PRSN interactions and/or indicators? * Is there an individual pattern between classroom participation and student PRSN interactions and/or indicators? In addition to the questions presented above, future work should focus on answering the issues as yet unsolved. Once the impact on academic outcomes is confirmed, teachers need to be provided with the power to analyze, configure and create their own rules within PRSNs, so as to resolve their students' learning difficulties. Working on the indicators of the use of the BeingExample platform is required to facilitate this process. Teachers need to be offered more tools to detect and help low-achieving students, but also to identify high-achieving students and help them fulfill their potential. Conceptualization, S.R. and V.M.R.P. ; methodology, M.D.L. and J.A.G. ; software, S.R.