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The research conducted is part of the European project Erasmus+ FORDYSVAR, whose main objective is to contribute to the educational inclusion of students with dyslexia, aged between 10 and 16 years old, through the use of technology, specifically virtual reality (VR), to improve the access, participation, and educational achievement of students with this learning difficulty. This is a qualitative and interpretative study with a descriptive character. The objective of this work is to design a VR application that contributes to the learning of students with dyslexia based on user-centered design as a methodology. The developmental lines to be addressed in the application have been defined, the features to be included have been determined, and the activities that make up the software have been designed. All this is based on the analysis of the needs and interests of the end users (students with dyslexia) as well as the vision of professionals (teachers and dyslexia intervention specialists). The results obtained allow us to conclude that VR technology is an interesting avenue of treatment, as it offers a ludic, safe, controlled, and motivating environment for students with dyslexia.
Sonia Rodríguez-Cano; Vanesa Delgado-Benito; Vanesa Ausín-Villaverde; Lucía Martín. Design of a Virtual Reality Software to Promote the Learning of Students with Dyslexia. Sustainability 2021, 13, 8425 .
AMA StyleSonia Rodríguez-Cano, Vanesa Delgado-Benito, Vanesa Ausín-Villaverde, Lucía Martín. Design of a Virtual Reality Software to Promote the Learning of Students with Dyslexia. Sustainability. 2021; 13 (15):8425.
Chicago/Turabian StyleSonia Rodríguez-Cano; Vanesa Delgado-Benito; Vanesa Ausín-Villaverde; Lucía Martín. 2021. "Design of a Virtual Reality Software to Promote the Learning of Students with Dyslexia." Sustainability 13, no. 15: 8425.
This study was part of the European project Erasmus+ FORDYSVAR, whose main objective is to contribute to the educational inclusion of students aged between 10 and 16 with dyslexia through the use of technology. The purpose of this study was to analyze the motivation of students with dyslexia during their learning process and to assess whether technology can be a motivating educational tool to create sustainable educational spaces at a social level. It used a descriptive, transversal, and correlational methodology to determine whether the participating sample showed motivation in the learning process. In order to answer this hypothesis, we designed a data collection instrument that included a motivational assessment questionnaire of the learning. The participants were students with dyslexia aged between 10 and 16 (N = 30). The results obtained allowed us to conclude that information and communication technologies can be used as a motivating educational strategy for students with dyslexia. The conclusions drawn were consistent with previous research showing that the use of technology for educational purposes can contribute to student motivation.
Sonia Cano; Patricia Alonso; Vanesa Benito; Vanesa Villaverde. Evaluation of Motivational Learning Strategies for Children with Dyslexia: A FORDYSVAR Proposal for Education and Sustainable Innovation. Sustainability 2021, 13, 2666 .
AMA StyleSonia Cano, Patricia Alonso, Vanesa Benito, Vanesa Villaverde. Evaluation of Motivational Learning Strategies for Children with Dyslexia: A FORDYSVAR Proposal for Education and Sustainable Innovation. Sustainability. 2021; 13 (5):2666.
Chicago/Turabian StyleSonia Cano; Patricia Alonso; Vanesa Benito; Vanesa Villaverde. 2021. "Evaluation of Motivational Learning Strategies for Children with Dyslexia: A FORDYSVAR Proposal for Education and Sustainable Innovation." Sustainability 13, no. 5: 2666.
Este estudio presenta una experiencia de innovación docente utilizando la pedagogía del arte enmarcada en el proyecto IDDEA (investigación del desarrollo didáctico de la expresión y el arte). Los estudiantes participantes (n = 26), pertenecientes al grado en pedagogía, diseñaron y produjeron un material didáctico audiovisual para trabajar la coeducación y el fomento de valores de respeto e igualdad. Se inspiraron en la obra artística de la pintora Ángeles Romo. Un total de siete píldoras formativas audiovisuales fueron creadas con la técnica de animación Cut-Out. Los resultados muestran que los futuros pedagogos se sienten satisfechos con la utilización del arte como recurso didáctico y manifiestan que utilizarán esta estrategia en su futuro profesional. Las docentes implicadas consideran el gran potencial pedagógico del arte en el ámbito educativo, concretamente, la implementación de la pedagogía del arte en el contexto de educación superior. Se concluye que esta ha contribuido a conseguir los objetivos curriculares en la experiencia pedagógica realizada.
Sonia Rodríguez-Cano; Vanesa Delgado-Benito; Vanesa Ausín-Villaverde. El proyecto de investigación del desarrollo didáctico de la expresión y el arte (IDDEA): pedagogía del arte en educación superior. Formación universitaria 2020, 13, 229 -238.
AMA StyleSonia Rodríguez-Cano, Vanesa Delgado-Benito, Vanesa Ausín-Villaverde. El proyecto de investigación del desarrollo didáctico de la expresión y el arte (IDDEA): pedagogía del arte en educación superior. Formación universitaria. 2020; 13 (6):229-238.
Chicago/Turabian StyleSonia Rodríguez-Cano; Vanesa Delgado-Benito; Vanesa Ausín-Villaverde. 2020. "El proyecto de investigación del desarrollo didáctico de la expresión y el arte (IDDEA): pedagogía del arte en educación superior." Formación universitaria 13, no. 6: 229-238.
Sonia Rodríguez-Cano; María Teresa Ortega; Martha Lucía Orozco-Gómez; Raquel De La Fuente-Anuncibay; José Luis Cuesta-Gómez; Miguel Corbí. TUT4IND: A MODEL OF EDUCATIONAL INCLUSION IN HIGHER EDUCATION. ICERI2020 Proceedings 2020, 4211 -4215.
AMA StyleSonia Rodríguez-Cano, María Teresa Ortega, Martha Lucía Orozco-Gómez, Raquel De La Fuente-Anuncibay, José Luis Cuesta-Gómez, Miguel Corbí. TUT4IND: A MODEL OF EDUCATIONAL INCLUSION IN HIGHER EDUCATION. ICERI2020 Proceedings. 2020; ():4211-4215.
Chicago/Turabian StyleSonia Rodríguez-Cano; María Teresa Ortega; Martha Lucía Orozco-Gómez; Raquel De La Fuente-Anuncibay; José Luis Cuesta-Gómez; Miguel Corbí. 2020. "TUT4IND: A MODEL OF EDUCATIONAL INCLUSION IN HIGHER EDUCATION." ICERI2020 Proceedings , no. : 4211-4215.