Tecnologías emergentes en educación inclusivarealidad virtual y realidad aumentada. Proyecto europeo FORDYSVAR

  1. Sonia Rodríguez Cano 1
  2. Vanesa Delgado Benito 1
  3. Raquel Casado Muñoz 1
  4. Esther Cubo Delgado 1
  5. Vanesa Ausín Villaverde 1
  6. Gemma Santa Olalla Mariscal
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2021

Volume: 2

Issue: 1

Pages: 443-450

Type: Article

DOI: 10.17060/IJODAEP.2021.N1.V2.2093 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

This contribution presents the work carried out within the European Erasmus + FORDYSVAR project, whose main objective is to contribute to the educational inclusion of students with dyslexia, aged between 10 and 16 years, through the use of emerging technologies, specifically the Virtual Reality (VR) and Augmented Reality (AR) to improve access, participation and educational achievements of students with this learning disability. The purpose is to create a playful, fun and safe learning environment, thus achieving a greater commitment to treatment and improving their quality of life. Among the results derived from this project is the design and creation of a VR and AR application that contributes to the learning of students with dyslexia using User Centered Design as a methodology. The results obtained so far allow us to conclude that emerging technologies (VR and AR) are an interesting treatment route since they offer a playful, safe, controlled and motivating environment for students with dyslexia.

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