2026-09-18T02:58:11Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/100682025-01-30T01:05:47Zcom_10259_6251com_10259_5086com_10259_2604col_10259_6252
Repositorio Institucional de la Universidad de Burgos
author
Sáiz Manzanares, María Consuelo
author
Arranz Barcenilla, Cristina
author
Gutiérrez González, Sara
author
Alameda Cuenca-Romero, Lourdes
2025-01-29T11:24:00Z
2025-01-29T11:24:00Z
2023-11
http://hdl.handle.net/10259/10068
10.3390/su152316404
2071-1050
The use of virtual learning environments (VLEs) is becoming increasingly common in teaching. Nevertheless, analysis of how effective these prove to be for the learning of persons with disabilities remains scarce. In this study, we work with a sample of 34 people aged between 16 and 44 (14 women and 20 men) who have Down Syndrome. The aims of the study were to (1) explore whether there were any significant differences before and after teaching when using a VLE; (2) determine whether the frequency of use and time spent on the VLE impacted learning outcomes; (3) examine clusters vis à vis learning behaviour in the VLE; and (4) gauge perceived user satisfaction with the use of the VLE. Significant differences in learning outcomes before and after teaching using a VLE were found. The frequency and time spent using the VLE were seen to have no impact on learning outcomes. Three clusters were identified in terms of VLE behaviour, and perceived user satisfaction with the VLE was high. There is a need to increase the number of studies addressing the impact of VLEs on learning in persons with different disabilities.
eng
Atribución 4.0 Internacional
Virtual learning environment
Down Syndrome
Monitoring
Personalised learning
Educational data mining
Usability of a Virtual Learning Environment in Down Syndrome Adult Learning
info:eu-repo/semantics/article
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URL
https://riubu.ubu.es/bitstream/10259/10068/1/Saiz-sustainability_2023.pdf
File
MD5
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3006967
application/pdf
Saiz-sustainability_2023.pdf