2026-08-18T21:45:36Zhttps://riubu.ubu.es/oai/request
oai:riubu.ubu.es:10259/101142025-02-01T01:05:31Zcom_10259_6251com_10259_5086com_10259_2604col_10259_6252
Developing an adaptive virtual learning environment for sustainable learning in individuals with Down syndrome Arranz Barcenilla, Cristina Pavía, Sara Sáiz Manzanares, María Consuelo Alameda Cuenca-Romero, Lourdes Gutiérrez González, Sara Virtual learning environment Intellectual disabilities Down Syndrome Adaptive learning technologies Inclusive education Sustainability learning programmes 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. 2025-01-31 2025-01-31 2024 info:eu-repo/semantics/article 2056-4880 http://hdl.handle.net/10259/10114 10.1108/ijilt-10-2023-0200 eng 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 http://creativecommons.org/licenses/by-nc/4.0/ info:eu-repo/semantics/openAccess Atribución-NoComercial 4.0 Internacional Emerald