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
