La Realidad Aumentada como recurso para el desarrollo de habilidades sociales en alumnado con TEAUna revisión sistemática

  1. Empar Guerrero Valverde 1
  2. Sara Cebrián Cifuentes 1
  3. Jesús Suárez Rodríguez 2
  1. 1 Universidad Católica de Valencia San Vicente Mártir
    info

    Universidad Católica de Valencia San Vicente Mártir

    Valencia, España

    ROR https://ror.org/03d7a9c68

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
EDMETIC

ISSN: 2254-0059

Año de publicación: 2024

Volumen: 13

Número: 1

Tipo: Artículo

DOI: 10.21071/EDMETIC.V13I1.16250 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: EDMETIC

Resumen

Autism spectrum disorder (ASD) is a set of neurodevelopmental disorders characterized mainly by difficulties in social interaction and communication. The inclusion policies have been developed that have favored the access of children with ASD to ordinary schools and the use of the information and communication technologies, has meant important changes in the teaching-learning process, especially with regard to children with ASD. To find out if, in addition, the use of AR with children with ASD promotes the development of social skills and basic skills for life, in this article a systematic review of different investigations has been carried out following the PRISMA guidelines. Based on the inclusion and exclusion criteria, 20 articles have been selected, published from 2012 to 2022. The results show that the use of AR applications with children with autism spectrum disorder favors motivation, interaction with others, the development of some social skills and the acquisition of some basic skills of daily life.For its use, various applications are used, as well as devices ranging from digital tablets to smart glasses.

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