Abstract
ABSTRACT The irruption of Information and Communication Technologies in society in general, and immersive technology, in particular, are playing an important role in the educational field, among other reasons, due to the way they favour the inclusion of students with Special Educational Needs. The main objective was to carry out a systematic review of the scientific production of the last decade (2012–2022) in relation to the use of Augmented and Virtual Reality in students with Special Education Needs. For this, a search was carried out in the Web of Science and Scopus databases following the PRISMA statement. The main results place these technologies as an appropriate intervention resource by expanding educational possibilities and opening learning opportunities in new contexts that significantly support the development of the teaching-learning process of these students. However, this study has demonstrated, at the same time, a significant lack of studies that can cover all Special Education Needs groups in the different educational stages.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
