E-Learning Ecosystems (ELE) offer excellent opportunities to manage teaching activities by incorporating state-of-the-art technologies, practices, and professional support, as well as learning and assessment resources that can be adaptive. Therefore, it can help people with disabilities or conditions such as Autism Spectrum Disorder (ASD) to develop skills. However, some technological factors prevent this population's implementation of support scenarios and hinder the proper learning process. This paper systematically reviews relevant studies on E-Learning Ecosystems for people with ASD, identifying the influence of Information and Communication Technologies (ICT) on forming ELE and the technological barriers that affect their development and appropriate use on people with ASD. This work conducted a systematic review using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, including a search of five scientific literature databases from 2017 to 2022. The main aspects identified were 1) a shortage in design guides for the implementation of e-learning ecosystems adapted for people with ASD, 2) technological barriers that prevent the development of ELE, and 3) recommendations that help to mitigate the limitations of this field. In addition, the authors identified that the skills with the most significant focus of interest were social, communicative, and cognitive. The most implemented technologies include virtual and augmented reality or mobile applications. Most studies involved children with ASD between 8 and 15 years, followed by works with children between 5 to 8 years. Very few researches linked adults with ASD. Very few studies mention the ASD level of the participants, but most highlight the positive results of implementing ICT in training processes.
There is a gender gap in science, technology, engineering, and mathematics (STEM), and this is a global problem that affects society. However, it is worth pointing out that the gap is not uniform in all STEM fields. Women's underrepresentation is more marked in physics, engineering, and computer science fields. Nowadays, the labor market is becoming more competitive, technology-based and demands a diverse workforce. Therefore, it is important to continue promoting the participation of women in STEM, and the universities play a leading role in it. Previous research has shown that early learning experiences in STEM can show female students that they can succeed in this fields. This paper describes a model for developing programming courses for pre-university students to promote the participation of young women in STEM programs. The course was developed in one week, 25 students (16 girls and 9 boys) participated. The instructors of the course were four female professors. The programming language was Python, and the methodology used case-based learning. Both instructors and students gave positive comments on their experience in the course. The proposed model, including instruments, learning resources, and methodology, can be replicated and adapted to be used even in other learning fields. CCS CONCEPTS• Social and professional topics → K-12 education; Computing literacy.
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