2026-06-04T03:01:29Zhttps://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

Cano, Sonia Rodríguez c1ff2ce6-10fe-437c-ad5b-ba0e9534cf8c 500 Alonso, Patricia Sebastián 6fdd55fc-cb8e-478d-84d6-cf91b0ed65fc 500 Benito, Vanesa Delgado 3724b084-f595-4df6-8b0e-5cca6a1eb917 500 Villaverde, Vanesa Ausín 84a89fd3-f415-4b45-9797-5d9aca938c00 500 Rodríguez Cano, Sonia 476 600 0000-0002-4242-6865 Sebastián Alonso, Patricia d7cfcd12-f90a-49da-b89b-ea5c630d492e 600 Delgado Benito, Vanesa 140 600 0000-0001-8168-7120 Ausín Villaverde, Vanesa 44 600 0000-0002-8943-6251 2026-06-03T08:01:07Z 2026-06-03T08:01:07Z 2021-03 https://hdl.handle.net/10259/11789 10.3390/su13052666 2071-1050 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 We want to thank the collaboration of the research participants and the various dyslexia associations that actively collaborate in the European FORDYSVAR project application/pdf eng MDPI Sustainability. 2021, V. 13, n. 5, art. 2666 https://doi.org/10.3390/su13052666 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Dyslexia Educational technology Motivational learning Sustainable education Educación inclusiva Dislexia Tecnología educativa Inclusive education Dyslexia Educational technology Evaluation of Motivational Learning Strategies for Children with Dyslexia: A FORDYSVAR Proposal for Education and Sustainable Innovation info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Sustainability 13 5 2666 THUMBNAIL Rodriguez-SUSTAI_2021.pdf.jpg Rodriguez-SUSTAI_2021.pdf.jpg IM Thumbnail image/jpeg 3593 https://riubu.ubu.es/bitstream/10259/11789/4/Rodriguez-SUSTAI_2021.pdf.jpg a2a076d4a9fe52f9704043e3aaad4e2b MD5 4 LICENSE license.txt license.txt text/plain; charset=utf-8 998 https://riubu.ubu.es/bitstream/10259/11789/3/license.txt aa90105e1c90a1b4fe810649aa967b7d MD5 3 CC-LICENSE license_rdf license_rdf application/rdf+xml; charset=utf-8 908 https://riubu.ubu.es/bitstream/10259/11789/2/license_rdf 0175ea4a2d4caec4bbcc37e300941108 MD5 2 ORIGINAL Rodriguez-SUSTAI_2021.pdf Rodriguez-SUSTAI_2021.pdf application/pdf 307647 https://riubu.ubu.es/bitstream/10259/11789/1/Rodriguez-SUSTAI_2021.pdf d59d06754173ff25260bb08eddc2e295 MD5 1 10259/11789 oai:riubu.ubu.es:10259/11789 2026-06-04 02:05:28.006 Repositorio Institucional de la Universidad de Burgos bubrep@ubu.es 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