Augmented and virtual reality as a teaching resource to attend to the diversity of students with special educational needs: a systematic review
The irruption of Information and Communication Technologies in society in general, and immersive technology, in particular, are playing an important role in the educational field, among other reasons, due to the way they favour the inclusion of students with Special Educational Needs. The main objec...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Jaén |
| Repositorio: | RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén |
| OAI Identifier: | oai:ruja.ujaen.es:10953/7592 |
| Acceso en línea: | https://doi.org/10.1080/08856257.2023.2282247 https://www.tandfonline.com/doi/full/10.1080/08856257.2023.2282247 https://hdl.handle.net/10953/7592 |
| Access Level: | acceso abierto |
| Palabra clave: | Augmented reality, virtual reality, special education needs, inclusive education, systematic review 08856257, 1469591X |
| Sumario: | The irruption of Information and Communication Technologies in society in general, and immersive technology, in particular, are playing an important role in the educational field, among other reasons, due to the way they favour the inclusion of students with Special Educational Needs. The main objective was to carry out a systematic review of the scientific production of the last decade (2012–2022) in relation to the use of Augmented and Virtual Reality in students with Special Education Needs. For this, a search was carried out in the Web of Science and Scopus databases following the PRISMA statement. The main results place these technologies as an appropriate intervention resource by expanding educational possibilities and opening learning opportunities in new contexts that significantly support the development of the teaching-learning process of these students. However, this study has demonstrated, at the same time, a significant lack of studies that can cover all Special Education Needs groups in the different educational stages. |
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