2026-06-04T02:00:13Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/117892026-06-04T00:05:28Zcom_10259_5786com_10259_5086com_10259_2604com_10259_4839col_10259_5787col_10259_4840

Evaluation of Motivational Learning Strategies for Children with Dyslexia: A FORDYSVAR Proposal for Education and Sustainable Innovation Cano, Sonia Rodríguez Alonso, Patricia Sebastián Benito, Vanesa Delgado Villaverde, Vanesa Ausín Rodríguez Cano, Sonia Sebastián Alonso, Patricia Delgado Benito, Vanesa Ausín Villaverde, Vanesa Dyslexia Educational technology Motivational learning Sustainable education 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 2026-06-03T08:01:07Z 2026-06-03T08:01:07Z 2021-03 info:eu-repo/semantics/article https://hdl.handle.net/10259/11789 10.3390/su13052666 2071-1050 eng Sustainability. 2021, V. 13, n. 5, art. 2666 https://doi.org/10.3390/su13052666 http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Atribución 4.0 Internacional MDPI