Augmented reality as a pedagogical strategy for students with attention deficit hyperactivity disorder
DOI:
https://doi.org/10.5281/zenodo.17246472Keywords:
Augmented Reality; Pedagogical Strategy; Inclusion; ADHD.Abstract
The objective of the study was to propose augmented reality as a pedagogical strategy for the inclusion of students with ADHD; and specifically, determine the incidence of the application of augmented reality as a pedagogical strategy for the inclusion of students with ADHD, through the level of progress of the tenth year learners of the San Diego Military Academy Educational Unit, in the subject of Social Studies. A methodology with a quantitative approach, quasi-experimental design, and application scope was used. We worked with 7 learners with ADHD, an estimation scale was applied to them before and after the intervention. As a result, an increase in the Progress level of 38.57 points was obtained, the t value was 17.261 and the significance was 0.000. It is concluded that the application of augmented reality as a pedagogical strategy for the inclusion of students with ADHD has a positive impact on the level of progress of the learners.
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