Resumen de Using a videogame with augmented reality for an inclusive logical skills learning session
Hendrys Tobar Muñoz, Ramón Fabregat Gesa, Silvia Baldiris
Augmented Reality (AR) and Digital Game Based Learning (DGBL) are two tendencies being applied broadly in education around the globe. However, the implications on a simultaneous application of them to inclusive learning have yet to be observed. We designed an inclusive AR-enriched videogame for Logical Math Skills Learning. We tested the game with a set of 20 students with diverse learning needs. Our experiment showed that the performance on the game is similar for kids with different needs. The results and feedback from teaching staff suggest that AR and DGBL allow the integration of children with special needs into the learning process.
