El impacto del género en el uso de la realidad aumentada y la realidad virtual en estudiantes con TEA

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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López-Belmonte, J., Moreno-Guerrero, A.-J., Marín-Marín, J.-A., & Lampropoulos, G. (2022). El impacto del género en el uso de la realidad aumentada y la realidad virtual en estudiantes con TEA. Education in the Knowledge Society (EKS), 23. https://doi.org/10.14201/eks.28418

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Biografía del autor/a

Jesús López-Belmonte

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Universidad de Granada
Doctor en ciencias de la educación Universidad Internacional de Valencia Departamento de Educación Grupo de Investigación AREA
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