A Systematic Review of Literature on Emerging Technologies and Specific Learning Difficulties

Abstract

Educational research on emerging technologies, particularly virtual reality and augmented reality, is expanding at the moment. The purpose of this contribution is to conduct a systematic review to understand the impact of emerging technologies in the educational and social-health fields. The PRISMA 2020 methodology was used to respond to the objective and research questions, ensuring the fulfillment of the quality criteria in the elaboration of the systematic review. This systematic review analyses the possible benefits that new technologies, specifically virtual reality and augmented reality, can have on learning difficulties such as dyslexia and ADHD disorder, as well as their inclusion in the social sphere. In this study, articles from both the health and educational fields will be reviewed. The research focuses on highlighting the incipient benefits of these new technologies for the aforementioned learning difficulties in the school and health fields. The main conclusions drawn show that research on these emerging technologies is still scarce and incipient in the educational field, with the main results found in the healthcare field.

Teaching strategies for children with attention deficit hyperactivity disorder in English as foreign language classrooms

“…Within the technique of «academic instruction», most articles (41.18%) prioritize using «lessons» as a primary strategy for bettering academic performance in children with ADHD (Galkiene &Monkeviciene, 2021;Hornstra et al, 2022;Jornevald et al, 2023;Lozano-Álvarez et al, 2023;McDougal et al (2022);Mezzanotte, 2020;Staff et al, 2023). This suggests a significant focus on the content and delivery of instructional material to support learning outcomes.…”

“…As indicated by Staff et al (2023), the use of teaching materials plays a fundamental role in studying, especially underlining key points and writing them down on a sheet to help in the process of concentration; on the other hand, the elimination or reduction of scheduled tests would contribute to the reduction of anxiety problems before an exam. Alternative evaluation methods should be chosen to encourage teamwork to achieve mutual support, and the implementation of assistive technology tools, such as PDAs and projectors, can encourage students to participate actively (Lozano-Álvarez et al, 2023).…”

Actas del I Congreso Internacional de Educación y Diversidad

“…Los resultados de la intervención inciden en los beneficios de la multimodalidad en los procesos de lectoescritura. El siguiente objetivo será validar empíricamente un modelo de trabajo y una herramienta que permita continuar con este proyecto atendiendo a los planteamientos del DUA en torno a aspectos de la lectoescritura del francés, que integre la RA (Dechsling et al, 2022;Lozano-Álvarez et al, 2023) y la comunicación multimodal, con el propósito de contribuir a la mejora del proceso de enseñanza-aprendizaje de este idioma, no solo en aquellos alumnos con dificultades de aprendizaje sino, por extensión, para el resto del alumnado.…”

Which Are the Needs of People with Learning Disorders for Inclusive Museums? Design of OLOS®—An Innovative Audio-Visual Technology

“…Thus, it is evident how technology has revolutionized museums' operations, and the above-described solutions are just a few examples of how technology is being used in museums to make learning and exploring exhibits more accessible to all visitors. These technological advancements will continue to shape museum experiences, ensuring inclusivity for all visitors [12][13][14][15][16][17]. Nevertheless, incorporating immersive technologies, such as VR and AR, into education encounters several hurdles.…”