Métricas alternativas
Palabras clave
Realidad Aumentada
Dislexia
Modelo Aceptación Tecnológica
Educación
Cómo citar
Resumen
Desde hace unas décadas se están integrando en el ámbito educativo y en el tratamiento pedagógico diferentes tecnologías emergentes. Este artículo presenta la evaluación de una aplicación de realidad aumentada (RA) para trabajar con estudiantes con dislexia. Esta investigación se enmarca en el proyecto europeo Erasmus+ FORDYSVAR. El objetivo del artículo es conocer la percepción del alumnado con dislexia (10 - 16 años) tras la utilización de la aplicación de RA empleando el Modelo de Aceptación Tecnológica (TAM) y, conocer la opinión de estos sobre la aplicación. En este estudio piloto han participado siete niños/as con dislexia. La metodología utilizada ha sido un estudio empírico – descriptivo de tipo observacional. Los primeros resultados muestran que el nivel de aceptación hacia esta tecnología es adecuado, rondando valores intermedios de 3 puntos sobre 5 en todas las dimensiones del Modelo TAM. Los aspectos mejor valorados han sido la calidad de los textos, la narrativa del juego, el orden en la secuencia de las actividades, la utilización de la memoria durante el juego y la ambientación del videojuego en planetas. Por lo tanto, se puede considerar que esta aplicación de RA es útil para trabajar las necesidades de los niños/as con dislexia desde una perspectiva lúdica.
Citas
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