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Evaluation of Motivational Learning Strategies for Children with Dyslexia: A FORDYSVAR Proposal for Education and Sustainable Innovation

Author

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  • Sonia Rodríguez Cano

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

  • Patricia Sebastián Alonso

    (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)

Abstract

This study was part of the European project Erasmus+ FORDYSVAR, whose main objective is to contribute to the educational inclusion of students aged between 10 and 16 with dyslexia through the use of technology. The purpose of this study was to analyze the motivation of students with dyslexia during their learning process and to assess whether technology can be a motivating educational tool to create sustainable educational spaces at a social level. It used a descriptive, transversal, and correlational methodology to determine whether the participating sample showed motivation in the learning process. In order to answer this hypothesis, we designed a data collection instrument that included a motivational assessment questionnaire of the learning. The participants were students with dyslexia aged between 10 and 16 ( N = 30). The results obtained allowed us to conclude that information and communication technologies can be used as a motivating educational strategy for students with dyslexia. The conclusions drawn were consistent with previous research showing that the use of technology for educational purposes can contribute to student motivation.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2666-:d:508973
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    References listed on IDEAS

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    1. 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.
    2. Julio Cabero-Almenara & Julio Barroso-Osuna & Carmen Llorente-Cejudo & María del Mar Fernández Martínez, 2019. "Educational Uses of Augmented Reality (AR): Experiences in Educational Science," Sustainability, MDPI, vol. 11(18), pages 1-18, September.
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    1. Sonia Rodríguez-Cano & José Luis Cuesta-Gómez & Vanesa Delgado-Benito & Raquel de la Fuente-Anuncibay, 2022. "Educational Technology as a Support Tool for Students with Specific Learning Difficulties—Future Education Professionals’ Perspective," Sustainability, MDPI, vol. 14(10), pages 1-14, May.
    2. 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.

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