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Verónica Marín-Díaz


INTRODUCTION. Augmented reality is little by little becoming incorporated in the area of inclusive education as an emergent technology that fosters learning through discovery and experience by all in equal terms. METHOD. The study used a quasi-experimental design and a small sample of N=41 students enrolled in the Inclusive Education Master’s program, who were provided with an ad hoc-designed questionnaire —composed of 31 items and with a Likert-type response scale with 5 options—. The student’s opinions were used to answer if augmented reality could be used in the area of inclusive education. For this, an initial evaluation of their opinion on the subject matter was conducted —pre-test—, and afterwards an intervention was conducted in which they were exposed to the content and a variety of tasks linked to the subject matter. Once finished, they were provided with the questionnaire once again, for the post-test. RESULTS. The results achieved after the descriptive and inferential studies showed that augmented reality could be used to foster group and collaborative work in inclusive environments, and it can possibly be used with subjects who have diverse disabilities, as well as within inter and multicultural spheres. DISCUSSION. Augmented reality has possibilities for being used in inclusive education in general, and specifically for the development of the school curriculum. It might not be able to be used with subjects that have visual disabilities, and likewise it might not be able to be used to prevent cases of bullying at school, but it can emphasize the digital divide of the individuals.

Palabras clave

educación inclusiva; tecnología educativa; opinión de los estudiantes; usos de los ordenadores en educación

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