2026-08-18T21:46:30Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/101142025-02-01T01:05:31Zcom_10259_6251com_10259_5086com_10259_2604col_10259_6252

Arranz Barcenilla, Cristina Pavía, Sara Sáiz Manzanares, María Consuelo Alameda Cuenca-Romero, Lourdes Gutiérrez González, Sara 2025-01-31T08:57:28Z 2025-01-31T08:57:28Z 2024 2056-4880 http://hdl.handle.net/10259/10114 10.1108/ijilt-10-2023-0200 This study focuses on the design and technological development of a virtual learning environment tailored to instruct students with Down Syndrome in sustainability concepts. The system grants students access to free software designed for teaching fundamental principles related to environmental awareness, recycling, and sustainable construction. The platform's creation is underpinned by Fogg's Persuasive Technology methodology, emphasizing the acquisition of new competencies through technology to promote sustained engagement with novel technology habits, thereby facilitating a seamless integration into the learning process. The study utilized a phased approach: content adaptation, technological development, and usability evaluation. It emphasized collaboration with stakeholders, including Down Syndrome associations and academic institutions. Recommendations include adherence to universal design principles and further research on the platform's impact. The platform's usability was assessed in terms of simplicity, intuitiveness, performance, robustness, and accessibility. Observations revealed that an impressive 91.7% of students derived genuine enjoyment from the learning tool. Feedback from both tutors and professionals indicated that 91.4% found the virtual learning environment to be well-organized, 88.6% regarded the content as suitable and comprehensible, and nearly 80% affirmed its utility for their professional practice. This work was supported by the co-funded by the Erasmusþ Programme of the European Union. Project “SUSKIDS” 2018-ES01-KA201-050639. application/pdf eng Emerald The International Journal of Information and Learning Technology. 2024, V. 41, n. 3, p. 318-337 https://doi.org/10.1108/ijilt-10-2023-0200 Atribución-NoComercial 4.0 Internacional http://creativecommons.org/licenses/by-nc/4.0/ info:eu-repo/semantics/openAccess Virtual learning environment Intellectual disabilities Down Syndrome Adaptive learning technologies Inclusive education Sustainability learning programmes Educación inclusiva Tecnología Inclusive education Technology Developing an adaptive virtual learning environment for sustainable learning in individuals with Down syndrome info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion The International Journal of Information and Learning Technology 41 3 318 337