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Design of a Virtual Reality Software to Promote the Learning of Students with Dyslexia

Author

Listed:
  • Sonia Rodríguez-Cano

    (Faculty of Education, Didactics and School Organization, University of Burgos, Castilla y Leon, 9005 Burgos, Spain)

  • Vanesa Delgado-Benito

    (Faculty of Education, Didactics and School Organization, University of Burgos, Castilla y Leon, 9005 Burgos, Spain)

  • Vanesa Ausín-Villaverde

    (Faculty of Education, Didactics and School Organization, University of Burgos, Castilla y Leon, 9005 Burgos, Spain)

  • Lucía Muñoz Martín

    (Faculty of Education, Didactics and School Organization, University of Burgos, Castilla y Leon, 9005 Burgos, Spain)

Abstract

The research conducted is part of the European project Erasmus+ FORDYSVAR, whose main objective is to contribute to the educational inclusion of students with dyslexia, aged between 10 and 16 years old, through the use of technology, specifically virtual reality (VR), to improve the access, participation, and educational achievement of students with this learning difficulty. This is a qualitative and interpretative study with a descriptive character. The objective of this work is to design a VR application that contributes to the learning of students with dyslexia based on user-centered design as a methodology. The developmental lines to be addressed in the application have been defined, the features to be included have been determined, and the activities that make up the software have been designed. All this is based on the analysis of the needs and interests of the end users (students with dyslexia) as well as the vision of professionals (teachers and dyslexia intervention specialists). The results obtained allow us to conclude that VR technology is an interesting avenue of treatment, as it offers a ludic, safe, controlled, and motivating environment for students with dyslexia.

Suggested Citation

  • Sonia Rodríguez-Cano & Vanesa Delgado-Benito & Vanesa Ausín-Villaverde & Lucía Muñoz Martín, 2021. "Design of a Virtual Reality Software to Promote the Learning of Students with Dyslexia," Sustainability, MDPI, vol. 13(15), pages 1-20, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8425-:d:603281
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    References listed on IDEAS

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    1. Sonia Rodríguez Cano & Patricia Sebastián Alonso & Vanesa Delgado Benito & Vanesa Ausín Villaverde, 2021. "Evaluation of Motivational Learning Strategies for Children with Dyslexia: A FORDYSVAR Proposal for Education and Sustainable Innovation," Sustainability, MDPI, vol. 13(5), pages 1-15, March.
    2. Rajagopal, 2014. "The Human Factors," Palgrave Macmillan Books, in: Architecting Enterprise, chapter 9, pages 225-249, Palgrave Macmillan.
    3. José M. Bautista-Vallejo & Rafael M. Hernández-Carrera & Ricardo Moreno-Rodriguez & José Luis Lopez-Bastias, 2020. "Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period," Sustainability, MDPI, vol. 12(19), pages 1-18, October.
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