Integration of School Technologies for Language Learning for Students with Autism Spectrum Disorder: A Systematic Review
محفوظ في:
| الحاوية / القاعدة: | International Journal of Technology, Knowledge and Society vol. 20, no. 2 (2024), p. 23 |
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| المؤلف الرئيسي: | |
| مؤلفون آخرون: | , , |
| منشور في: |
Common Ground Research Networks
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| الموضوعات: | |
| الوصول للمادة أونلاين: | Citation/Abstract Full Text - PDF |
| الوسوم: |
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| مستخلص: | Technologies can be a variable that influences academic success, specifically in language learning in schoolchildren with autism spectrum disorder (ASD). The use of virtual learning environments has contributed to all areas of education, being incorporated by teachers as a pedagogical innovation. The objective of this article is to systematize research related to quantitative and mixed empirical designs on the use of media, designs, and virtual environments in the subject of language. For this, the PRISMA-P systematic review methodology was used. The analyses were made considering the general aspects (participants, language content, type of technology used, country, duration of the intervention), the methodologies used, the effectiveness, and the limitations described by the researchers in each intervention. The search for the systematic review of the literature was through the Scopus, WoS, and ProQuest databases, between the years 2018 and 2022, achieving a final selection of ten articles. The information analyzed allows detecting the need to incorporate pedagogical strategies linked to the area of language for students with autism, who presented positive advances in the interventions analyzed. |
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| تدمد: | 1832-3669 |
| DOI: | 10.18848/1832-3669/CGP/v20i02/23-46 |
| المصدر: | ABI/INFORM Global |