Contenido principal del artículo

Jesús López-Belmonte
Universidad de Granada
España
https://orcid.org/0000-0003-0823-3370
Biografía
Antonio-José Moreno-Guerrero
Universidad de Granada
España
https://orcid.org/0000-0003-3191-2048
José-Antonio Marín-Marín
Universidad de Granada
España
https://orcid.org/0000-0001-8623-4796
Georgios Lampropoulos
International Hellenic University
Grecia
https://orcid.org/0000-0002-5719-2125
Vol. 23 (2022), Artículos
DOI: https://doi.org/10.14201/eks.28418
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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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