Impacto de las intervenciones educativas basadas en Realidad Virtual y Realidad Aumentada en alumnado con dislexia: un estudio de casos

Abstract

La presente tesis analiza el impacto de las intervenciones educativas basadas en Realidad Virtual (RV) y Realidad Aumentada (RA) en alumnado con dislexia, evaluando su potencial para favorecer los procesos cognitivos, motivacionales y de aprendizaje implicados en la lectoescritura. Se desarrolló una investigación con enfoque metodológico mixto mediante dos estudios de caso, en los que se implementaron intervenciones diferenciadas con tecnologías inmersivas. El análisis combinó información cuantitativa y cualitativa sobre habilidades lectoras y escritoras, atención, motivación, participación y otras variables educativas relevantes. Los resultados evidencian que tanto la RV como la RA constituyen recursos de apoyo con un elevado potencial para promover entornos de aprendizaje más inclusivos, personalizados y motivadores, favoreciendo la implicación del alumnado y mejoras en diversos procesos relacionados con la lectura y la escritura. La investigación aporta evidencias sobre la utilidad educativa de las tecnologías inmersivas y orientaciones para futuras intervenciones en contextos inclusivos.

Dyslexia is one of the specific learning disorders with the greatest impact on the educa tional field, as it affects reading and writing acquisition and hinders access to the school curri culum. In this context, Information and Communication Technologies, particularly immersive technologies, provide new opportunities to design more inclusive and personalised educational interventions adapted to students’ needs. The aim of this research is to examine the potential of Virtual Reality (VR) and Aug mented Reality (AR) as pedagogical intervention tools for students with dyslexia, analysing their influence on cognitive, motivational and learning processes. Furthermore, the study ex plores how these technologies may enhance content comprehension, active participation and the development of more personalised learning strategies. Methodologically, a mixed-method approach based on case study research was adop ted. Two differentiated interventions were implemented: one using Virtual Reality and the other using Augmented Reality. Several dimensions related to reading and writing difficulties, participants’ personal and educational characteristics, and the impact of the technological tools employed were analysed. The findings reveal that both technologies have considerable potential as educational support resources for students with dyslexia. In particular, improvements were observed in attention, motivation, active engagement and specific processes associated with reading and writing. Likewise, the results highlight the need for further research into the implementation of immersive technologies within inclusive educational settings. Overall, this study provides evidence regarding the educational possibilities of Virtual Reality and Augmented Reality, contributing to the development of more inclusive pedagogi cal practices that are responsive to learner diversity and aimed at enhancing the educational experiences of students with dyslexia.