RT info:eu-repo/semantics/article
T1 Developing an adaptive virtual learning environment for sustainable learning in individuals with Down syndrome
A1 Arranz Barcenilla, Cristina
A1 Pavía, Sara
A1 Sáiz Manzanares, María Consuelo
A1 Alameda Cuenca-Romero, Lourdes
A1 Gutiérrez González, Sara
K1 Virtual learning environment
K1 Intellectual disabilities
K1 Down Syndrome
K1 Adaptive learning technologies
K1 Inclusive education
K1 Sustainability learning programmes
K1 Educación inclusiva
K1 Inclusive education
K1 Tecnología
K1 Technology
AB This study focuses on the design and technological development of a virtual learning environment tailored toinstruct students with Down Syndrome in sustainability concepts. The system grants students access to freesoftware designed for teaching fundamental principles related to environmental awareness, recycling, andsustainable 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 withnovel technology habits, thereby facilitating a seamless integration into the learning process. The study utilized aphased approach: content adaptation, technological development, and usability evaluation. It emphasizedcollaboration 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, andaccessibility. Observations revealed that an impressive 91.7% of students derived genuine enjoyment from thelearning tool. Feedback from both tutors and professionals indicated that 91.4% found the virtual learningenvironment to be well-organized, 88.6% regarded the content as suitable and comprehensible, and nearly 80%affirmed its utility for their professional practice.
PB Emerald
SN 2056-4880
YR 2024
FD 2024
LK http://hdl.handle.net/10259/10114
UL http://hdl.handle.net/10259/10114
LA eng
NO This work was supported by the co-funded by the Erasmusþ Programme of the European Union. Project “SUSKIDS” 2018-ES01-KA201-050639.
DS Repositorio Institucional de la Universidad de Burgos
RD 05-feb-2025