(Entornos de Realidad Virtual Centrados en el Usuario como Soporte a las Necesidades Educativas de Niños con TDAH en la Pandemia por COVID 19)
Autores/as:
H. Cardona-Reyes, G. Ortiz-Aguiñaga, M. L. Barba-Gonzalez and J. Muñoz-Arteaga
Resumen:
The use of technology to face the challenges in daily life is something that is increasingly needed and in complicated times like the one we live in today where there is a health contingency (COVID-19) that prevents people from exposing themselves to each other and restricts physical contact, virtual reality can be an alternative that allows the transmission of knowledge in an immersive and interactive way in various fields. This work proposes the use of virtual reality environments as an alternative to support the learning process in children with special educational needs such as Attention Deficit and Hyperactivity Disorder (ADHD) and other associated disorders that occur in basic education. These proposed virtual reality environments are designed under a user-centered approach and their contents are in accordance with expert therapeutic guidelines. As a result of this proposal, a case study is presented in which the user experience is evaluated through the use of an interactive environment to support the special educational needs of elementary school children attending an educational institution in Mexico.
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(Metodologías educativas para niños sordos apoyadas en tecnología móvil y realidad extendida: un análisis sistemático de literatura)
Autores/as:
E. Del Pezo Izaguirre, M. J. Abásolo and C. A. Collazos
Resumen:
This study aims to identify Teaching-Learning (TL) methodologies applied in conjunction with mobile and extended reality applications developed for the hearing impaired community. A systematic literature review of mixed type, cross-sectional between 2016 and 2020, focused on educational mobile applications for hearing impaired children in basic school age is presented, emphasizing the type of methodology and support strategies used, as well as the type of extended reality. development and use technology. The results show little literature that records TL applications for children, the most used communication system is sign language. There are few applications that record the use of collaborative strategies, but playful ones that combine memory, cognitive, metacognitive, metacognitive and affective techniques. Regarding the type of development technology, Android applications supported by multimedia elements stand out, followed by the use of Augmented Reality and a minority for other XR technologies.
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(Uso de Plataformas de e-learning en escenarios de confinamiento: Un estudio en países Latinoamericanos)
Autores/as:
C. A. Collazos, F. Pozzi and M. Romagnoli
Resumen:
Recently, due to the COVID-19 outbreak, Universities have been subject to a radical change, as they were forced to rapidly and massively shift from residential to online education. In this scenario, e-learning, which has been studied for several years, has attracted an unprecedented attention and revealed many advantages and disadvantages, thus feeding a debate about its efficacy. In an attempt to contribute to such debate, a study in different Latin-American countries has been conducted, in order to understand teachers’ and students’ perceptions about the experienced online setting during the lockdown. This paper describes the results of this preliminary study and reflects on factors that need to be improved to increase the quality of online education.
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(Misterio de los Letrabytes Fugados: Evaluación Inclusiva de la Conciencia Fonológica con Gamificación Tangible)
Autores/as:
A. Oliva-Maza, N. Ayuso-Escuer, T. Coma-Roselló and E. F. Torres-Moreno
Resumen:
The development of phonological awareness, i.e. the metacognitive skill that allows thinking and manipulating the language structure, from an early age is mandatory for the acquisition of literacy skills. Multisensory stimulation, curiosity and interest are fundamental for learning. In doing so, Communication Technologies have a key role because a learning-oriented use can encourage current digital natives’ interest and thinking. This paper presents a game with tangible technology designed for both intervention and diagnostic, formative and summative evaluation. The user experience was carried out during two weeks through a multiple case study with four kindergarten children. A multimedia adventure game was presented in which they had to solve phonological awareness challenges through the manipulation of tangible technology to achieve the final goal. The observation was recorded in the designed evaluation model, allowing the analysis of pre- and post-intervention data after the triangulation of data for subsequent qualitative analysis. The results show an improvement in phonological awareness, as well as the gamified experience marks. These promising outcomes support the use of such methodologies to a learner-centered education model.
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