Discapacidad Intelectual y Conducta (DISCONDU)
http://hdl.handle.net/10259/3725
2024-03-29T02:31:25ZTecnologías emergentes en educación inclusiva: realidad virtual y realidad aumentada. Proyecto europeo FORDYSVAR
http://hdl.handle.net/10259/8799
Tecnologías emergentes en educación inclusiva: realidad virtual y realidad aumentada. Proyecto europeo FORDYSVAR
Rodríguez Cano, Sonia; Delgado Benito, Vanesa; Casado Muñoz, Raquel; Cubo Delgado, Esther; Ausín Villaverde, Vanesa; Santa Olalla Mariscal, Gemma
En esta contribución se presenta el trabajo realizado dentro del proyecto Europeo Erasmus+ FORDYSVAR, cuyo objetivo principal es contribuir a la inclusión educativa de los estudiantes con dislexia, en edades comprendidas entre los 10 y los 16 años, mediante el uso de tecnologías emergentes, concretamente la Realidad Virtual (RV) y la Realidad Aumentada (RA) para mejorar el acceso, la participación y los logros educativos de los estudiantes con esta dificultad de aprendizaje. El propósito es generar un entorno de aprendizaje lúdico, divertido y seguro consiguiendo de esta manera un mayor compromiso hacia el tratamiento y mejorando su calidad de vida. Entre los resultados derivados de este proyecto se encuentra el diseño y creación de una aplicación de RV y RA que contribuya al aprendizaje de estudiantes con dislexia a partir del Diseño Centrado en el Usuario como metodología. Los resultados obtenidos hasta el momento permiten concluir que las tecnologías emergentes (RV y RA), son una interesante vía de tratamiento ya que ofrecen un entorno lúdico, seguro, controlado y motivador para los estudiantes con dislexia.; This contribution presents the work carried out within the EuropeanErasmus + FORDYSVAR project, whose main objective is to contribute to the educational inclusionof students with dyslexia, aged between 10 and 16 years, through the use of emerging technologies,specifically the Virtual Reality (VR) and Augmented Reality (AR) to improve access, participation andeducational achievements of students with this learning disability. The purpose is to create a playful, fun and safe learning environment, thus achieving a greater commitment to treatment andimproving their quality of life. Among the results derived from this project is the design and creationof a VR and AR application that contributes to the learning of students with dyslexia using UserCentered Design as a methodology. The results obtained so far allow us to conclude that emergingtechnologies (VR and AR) are an interesting treatment route since they offer a playful, safe, controlled and motivating environment for students with dyslexia.
2021-08-01T00:00:00ZInfluence on Forgiveness, Character Strengths and Satisfaction with Life of a Short Mindfulness Intervention via a Spanish Smartphone Application
http://hdl.handle.net/10259/8798
Influence on Forgiveness, Character Strengths and Satisfaction with Life of a Short Mindfulness Intervention via a Spanish Smartphone Application
Pizarro Ruiz, Juan Pablo; Ordóñez Camblor, Nuria; Líbano Miralles, Mario del; Escolar Llamazares, María del Camino
Mindfulness-based interventions (MBI) are a recognized effective psychological practice characterized by attention control, awareness, acceptance, non-reactivity, and non-judgmental thinking obtained through the practice of meditation. They have been shown to be useful in reducing stress and enhancing well-being in different contexts. In this research, the effectiveness of an MBI was evaluated on variables that can promote successful job performance such as mindfulness trait, positive and negative affect, forgiveness, personality strengths and satisfaction with life. The intervention was carried out through a smartphone application called “Aire Fresco” (Fresh Air) during 14 days in the middle of the quarantine produced by the Covid-19 pandemic. The study sample was composed of 164 Spanish people who were distributed in two groups: control group and experimental group, which were evaluated before and after the intervention. The MANCOVA performed showed an overall positive effect of the intervention on the variables evaluated. The different ANCOVAs carried out showed that the intervention was beneficial in increasing mindfulness trait, reducing negative affect or increasing life satisfaction, among others. Our study is, as far as we know, the first to demonstrate the effectiveness of a brief intervention in mindfulness conducted using a smartphone application in Spanish.
2021-01-01T00:00:00ZInfant Cranial Deformity: Cranial Helmet Therapy or Physiotherapy?
http://hdl.handle.net/10259/8795
Infant Cranial Deformity: Cranial Helmet Therapy or Physiotherapy?
González Santos, Josefa; González Bernal, Jerónimo; Fuente Anuncibay, Raquel de la; Soto Cámara, Raúl; Cubo Delgado, Esther; Aguilar-Parra, José M.; Trigueros Ramos, Rubén; López Liria, Remedios
Objective: To compare cranial helmet therapy (CHT) and physiotherapy (PT) for the effective
treatment of positional plagiocephaly in infants in terms of improving functional recovery. Methods:
This was a prospective cohort study involving 48 infants between 5–10 months of age with cranial
deformities. The Cranial Vault Asymmetry Index (CVAI) and the Brunet–Lezine scale were calculated
at the initiation of the study and after 40 treatment sessions. Results: The infants’ first assessment
showed a delay in overall development areas with a global developmental quotient (DQ) (posture,
coordination, sociability, and language) of 80.15. Although developmental improvements were
observed in both groups in the Brunet–Lezine scale after treatment, the MANCOVA test showed no
significant differences (F(5) = 0.82, p = 0.506, eta2 = 0.09). The CVAI reduced to 4.07% during the final
evaluation in the cranial helmet group and 5.85% in the physiotherapy group without any significant
differences between the two therapies (p = 0.70). Conclusions: No statistically significant differences
were found between CHT and PT. After treatment, improvements from baseline measurements were
observed in each of the readings of cranial deformity.
2020-04-01T00:00:00ZEvolution of Anxiety, Emotional Intelligence, and Effective Personality after COVID-19 among Spanish University Students
http://hdl.handle.net/10259/8794
Evolution of Anxiety, Emotional Intelligence, and Effective Personality after COVID-19 among Spanish University Students
González Rico, Andrea; Di Giusto Valle, Cristina; Escolar Llamazares, María del Camino; Torre Cruz, Tamara de la; Luis Rico, María Isabel; Martín Palacio, María Eugenia
The repercussions of the pandemic caused by the SARS-CoV-2 coronavirus over recent years have posed an unprecedented challenge for the whole of society, affecting the well-being of everyone. Among all the variables affected in relation to well-being, Anxiety, Emotional Intelligence, and Effective Personality (Self-Esteem, Academic Self-Realisation, Resolute Self-Efficacy, Social Self-Realisation) have been highlighted. The aim of this study is to assess the evolution of those variables across three temporal phases: pre-pandemic, during the pandemic, and up until the end of the study in April 2022. A study was conducted during these temporal phases with three cohorts from Spanish Universities. The cohorts were formed of people assessed for Anxiety (660 pre-pandemic, 460 during the pandemic, and 311 at the end of the study), Emotional Intelligence (355 pre-pandemic, 91 during the pandemic, 311 at the end of the study), and Effective Personality (708 pre-pandemic, 174 in 2018, 311 at the end of the study). Anxiety was assessed with the State–Trait Anxiety Inventory, Emotional Intelligence with the Trait Meta-Mood Scale and TMMS-24, and Effective Personality with the Cuestionario Personalidad Eficaz-Universidad (the Effective Personality Questionnaire-University). The results showed a rise in the state of anxiety during COVID-19, with a subsequent reduction two years into the pandemic; however, anxiety rates remained higher than before the pandemic. Emotional intelligence increased in the emotional attention factor, but diminished as regards both clarity and regulation. Effective Personality was at lower levels for all factors (Self-Esteem, Academic Self-Realisation, Resolute Self-Efficacy, Social Self-Realisation). The main conclusion was the need for assistance with the dimensions under study, in order to improve the well-being of university students after the serious effects caused by COVID-19.
2024-03-01T00:00:00Z