2026-06-04T03:52:57Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/117812026-06-03T06:44:14Zcom_10259_4839com_10259_5086com_10259_2604col_10259_4840

Lozano Álvarez, María Rodríguez Cano, Sonia Delgado Benito, Vanesa García Delgado, Miguel Ángel Dyslexia Assistive technology Virtual reality Augmented reality Educational software User experience Immersive learning This exploratory case study investigates the implementation and educational impact of a Virtual Reality (VR)- and Augmented Reality (AR)-based assistive technology developed to support learners with dyslexia. The intervention, delivered via mobile devices and VR headsets, incorporated gamified and interactive content aimed at enhancing cognitive skills such as attention, inhibition, narrative memory, and phonological awareness. Two in-depth case studies were conducted with primary school students formally diagnosed with dyslexia. Cognitive performance was assessed using the NEPSY-II neuropsychological battery, and user experience was evaluated using the Technology Acceptance Model (TAM). The results showed positive trends in executive function and language-related skills, as well as high motivation and satisfaction. While these findings suggest promising benefits of immersive educational technologies in dyslexia intervention, conclusions regarding efficacy cannot be drawn due to the limited sample size. Further research with larger and controlled designs is needed to validate these initial observations 2026-06-02 2026-06-02 2025-08 info:eu-repo/semantics/article https://hdl.handle.net/10259/11781 10.3390/soc15080215 2075-4698 eng Societies. V. 15, n. 8, art. 215 https://doi.org/10.3390/soc15080215 http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Atribución 4.0 Internacional MDPI