The Impact of Gender on the Use of Augmented Reality and Virtual Reality in Students with ASD

  1. López-Belmonte, Jesús 1
  2. Moreno-Guerrero, Antonio-José 1
  3. Marín-Marín, José-Antonio 1
  4. Lampropoulos, Georgios 2
  1. 1 Departamento de Didáctica y Organización Escolar, Universidad de Granada, España
  2. 2 Department of Information and Electronic Engineering, International Hellenic University, Greece
Revista:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Año de publicación: 2022

Número: 23

Tipo: Artículo

DOI: 10.14201/EKS.28418 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Education in the knowledge society (EKS)

Resumen

La educación actual se encuentra en un proceso de transformación como consecuencia de la inclusión de la tecnología educativa en los espacios de aprendizaje. Entre las tecnologías más destacadas se encuentran la realidad aumentada y la virtual. Estas tecnologías emergentes han reflejado un gran potencial educativo en diferentes contextos. El objetivo del estudio se centra en conocer la influencia del género en la aplicación de realidad aumentada y virtual en estudiantes con TEA. Se han tenido en cuenta en varias dimensiones como la motivación, la atención, la comunicación, la autonomía y los resultados del aprendizaje. Para lograr este objetivo se ha utilizado una metodología de investigación cuantitativa a través de un diseño no experimental descriptivo y correlacional. En el estudio participaron 46 estudiantes españoles con TEA. Los datos fueron recopilados a través de un cuestionario. Los resultados revelan diferencias en motivación, atención y comunicación en función del género. Sin embargo, en la autonomía y en los resultados de aprendizaje, el género no supone ningún condicionante. El trabajo culmina con diversas implicaciones teóricas y prácticas.

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Fuente de los datos: Dialnet