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In today’s societies, technology occupies a central position in different social spheres. In educational environments, robotics can act as an assistive tool for students with disabilities. More specifically, this tool helps autistic students in the development of attention, which is the fundamental skill in the cognitive and social development of the child, in activities in social contexts that are less stressful than human-human interaction. In this line, the aim of the study is to explore the application of robotics to favour communication and social interaction of autistic students, analysing attention. To this end, a pilot study was designed with the NAO robot in which four autistic students carried out activities related to imitation, play and social interaction. For data collection, the field notebook and an automatic system based on neural networks were used to calculate the child’s attention during the activity. The results show that 75% of the subjects focus their attention on the robot during the interaction. Therefore, it is concluded that the robot acts as an activator of attention and social interaction in the tasks developed.

Increasingly, Information and Communication Technologies (ICT) are being used as a resource in the teaching–learning process of students with special educational needs. Specifically, the needs of children with autism spectrum disorder (ASD) seem to align perfectly with ICT, especially with Pedagogical Robotics, as it enables the creation of predictable and controllable environments. For this reason, the main aim of this research has been to apply the Bee-Bot robot to improve the social-emotional reciprocity responses of students with ASD. Therefore, a quantitative research based on a quasi-experimental methodology and a pre-test-post-test design has been developed. The sample of participants was composed by 22 children with ASD. In this sense, the experimental group was composed by 11 students who developed the activities through the mediation of the Bee-Bot robot. While the control group was composed by 11 other students who developed non-robotics mediated activities. An ad hoc instrument consisting of 44 items divided into three dimensions, related to the communication and social interaction area, was used. Each participant participated in ten individual sessions lasting fifteen minutes. The results indicate improvements in the post-test because of the use of robotics as a mediating learning tool. For example, there are improvements in items 1 and 2 related to attention with p values less than 0.05, as well as improvements in items 13, 15 and 16 related to the identification and discrimination of emotions. Furthermore, the results of the intra-group analysis show, on the one hand, significant differences on the part of the control group in item 13, related to emotion identification and discrimination skills. On the other hand, in the case of the experimental group, the number of items in which there are significant differences is greater. Specifically, participants in the experimental group show significant differences in items related to attention, basic social s

Within the field of education, technology is a fundamental element in responding to the diversity of students in the classroom. In this sense, robotics is the tool that can best help the demands of autistic students. Therefore, the aim of the research is to explore the application of robotics by analysing the emotions of autistic children to promote communication and social interaction. To this end, an automatic system based on neural networks has been designed to identify the emotions expressed by four autistic children throughout the process of interaction with the NAO robot where imitation, play and social interaction activities were developed. The results show that the emotions of sadness and anger are those expressed by the students throughout the activity for the greatest amount of time. Future lines of research include the possibility of designing other types of activities with the robot to analyse the influence they have on the children's moods.

In this publication we present a theoretical review in which neuromotricity has clear links with motor skills through the activities of the Bapne method. Neuromotricity provides numerous resources related to body schema, physical condition, kinematic analysis where executive functions and especially the dual task are always present. The aim of this article is to propose activities and resources, addressed to physical education and music education teachers in an interdisciplinary way, to work on displacements, jumps, turns, throws and receptions., En esta publicación presentamos una revisión teórica en el que la neuromotricidad posee claros vínculos con las habilidades motrices a través de las actividades del método Bapne. La neuromotricidad aporta numerosos recursos vinculados al esquema corporal, condición física, análisis cinemático donde las funciones ejecutivas y en especial, la doble tarea, están siempre presentes. El objetivo de este artículo es proponer actividades y recursos dirigidos a los docentes de educación física y educación musical, de manera interdisciplinar, para trabajar desplazamientos, saltos, giros, lanzamientos y recepciones.

Actualmente, la tecnología es la herramienta más utilizada en el desarrollo de las actividades de la vida diaria. Cada vez es mayor, el número de campos de conocimiento que se benefician de su versatilidad y la aplicación en el desarrollo de sus actividades. En el entorno educativo, permite generar actividades adaptadas a las necesidades del alumnado. En los últimos años, la robótica y la inteligencia artificial son las que mayor difusión están teniendo. Las características de estas herramientas favorecen su aplicación con el alumnado con Trastorno del Espectro Autista. Por tanto, el objetivo de la investigación es explorar el uso integrado de la robótica y la IA para favorecer la comunicación e interacción social en el alumnado con autismo, analizando las emociones que manifiestan en las actividades diseñadas. Para ello, se implementó un estudio piloto con el robot NAO y cuatro niños autistas que desarrollaron actividades de imitación, juego e interacción social. Durante su realización se utilizó un sistema automático basado en redes neuronales convolucionales para detectar los estados de ánimo en el proceso de interacción. Los resultados muestran que tristeza, felicidad y enfado son las emociones que tiene una mayor probabilidad de producirse en los participantes. Por tanto, se concluye que el robot y el sistema de inteligencia artificial son un elemento fundamental para ayudar a expresar sus emociones en las interacciones sociales., Currently, technology is the most widely used tool in the development of daily life activities. The number of fields of knowledge that benefit from its versatility and application in the development of their activities is increasing. In the educational environment, it allows the generation of activities adapted to the needs of students. In recent years, robotics and artificial intelligence are the most widespread. The characteristics of these tools favour their application with students with autism spectrum disorder. Therefore, the objective of the research is to explore the integrated use of robotics and AI to promote communication and social interaction in students with autism, analysing the emotions they show in the designed activities. For this purpose, a pilot study was implemented with the NAO robot and four autistic children who developed imitation, game and social interaction activities. An automatic system based on convolutional neural networks was used to detect mood states in the interaction process. The results show that sadness, happiness and anger are the emotions most likely to occur in the participants. Therefore, it is concluded that the robot and the artificial intelligence system are a fundamental element to help express emotions in social interaction.

El uso de las herramientas tecnológicas está teniendo un crecimiento significativo en los diversos campos de conocimiento. En el ámbito educativo, ha emergido la robótica, que tiene una gran versatilidad para dar respuesta a las diversas necesidades del alumnado presente en las aulas. El objetivo de la investigación ha sido implementar una acción formativa en el Grado en Maestro en Educación Primaria y analizar la utilidad percibida de la robótica para el alumnado con NEAE. Se adoptó un enfoque cuantitativo con diseño no experimental comparativo-casual. Los participantes fueron 170 estudiantes del Grado de Maestro en Educación Primaria de la asignatura “Atención a las Necesidades Educativas Específicas”. Se diseñó ad hoc un cuestionario formado por 28 ítems, considerándose como dimensiones los objetivos, las competencias y las áreas del currículum de Educación Primaria. Los resultados pusieron de manifiesto que el 64.1% del alumnado percibe la robótica como totalmente útil para desarrollar los hábitos cotidianos de movilidad activa, autónoma y saludable. Asimismo, se hallaron diferencias significativas en las percepciones en función del conocimiento previo de algún robot, el género y la edad. Cabe concluir que la innovación implementada en la formación inicial docente fue satisfactoria., The use of technological tools is having a significant growth in various fields of knowledge. In the educational field, robotics has emerged, which has a great versatility to respond to the diverse needs of the students present in the classrooms. The objective of the research was to implement a training action in the Degree in Primary Education and to analyze the perceived usefulness of robotics for students with SEN. A quantitative approach was adopted with a non-experimental comparative-casual design. The participants were 170 students of the Degree of Teacher in Primary Education of the subject "Attention to Specific Educational Needs". A questionnaire consisting of 28 items was designed ad hoc, considering as dimensions the objectives, competencies and areas of the Primary Education curriculum. The results showed that 64.1% of the students perceive robotics as totally useful for developing daily habits of active, autonomous and healthy mobility. Significant differences were also found in perceptions according to previous knowledge of a robot, gender and age. It can be concluded that the innovation implemented in initial teacher training was satisfactory.

Purpose – The aim of the study is to conduct a thematic review of assessment tools and types of activities in the application of robotics to autistic students during the period 1996–2021 using Web of Science and Scopus. The sample consisted of 119 documents. Design/methodology/approach – Nowadays, emerging technologies have become increasingly prevalent across various fields of knowledge. In this regard, robotics is being increasingly applied in the educational environment. The characteristics of this tool are the ones that best suit the needs of autistic students. Findings – Results reveal that 16.80% of the studies used automatic measurement systems, whilst 15.96% of the studies used user observation and recording techniques. As for the tasks, 37.80% were focussed on imitation tasks. Amongst the practical implications is the need to include tasks that could be developed collaboratively in the regular classroom. Originality/value – With this research, it is intended to disseminate in the scientific community what are the characteristics that should have the interaction activities between a robot and autistic students. In addition, the type of tool needed to evaluate the improvements in the interaction is proposed.

Nowadays, education is a fundamental element to provide people with independence and knowledge. All citizens have the right of access to education, including students with special educational needs. Education must be inclusive for these students at primary, secondary and university levels. Therefore, the aim is to analyse the conceptual, intellectual and social structure in the field of inclusive education in the university environment through bibliometric techniques. The sample consisted of 605 documents extracted from the Web of Science and analysed using the bibliometrix software designed in R. The results show that there are two journals that are fundamental in the field and that co-citation networks are generated around them. Furthermore, the most productive authors will occupy central positions. Nonetheless, the papers that initiated the field will receive more citations. Finally, since 2010, a greater diversity of topics within inclusive education can be observed, such as teacher training in inclusive education or considering the curriculum. Future lines of work include the possibility of using more databases and establishing an action protocol based on the results.

En las sociedades actuales es cada vez mayor el número de alumnado con Necesidades Específicas de Apoyo Educativo existente en nuestras aulas. En los últimos años se ha detectado una presencia cada vez mayor de alumnado con Trastorno del Espectro Autista. Por ello, se plantea como objetivo analizar la evolución de la producción científica sobre el trastorno del espectro autista utilizando la aproximación bibliométrica del mapeado científico a partir del estudio de la estructura intelectual, social y conceptual durante el período 1969-2021. Se realizó una búsqueda mediante la base de datos Web of Science y se establecieron los términos de búsqueda con ERIC y Thesaurus. De manera que tras aplicar los criterios de inclusión y exclusión se obtuvieron 951 documentos. Los resultados muestran que desde el punto de vista temático tanto la intervención temprana como la intervención con nuevas metodologías como las TIC son los tópicos actuales que se están trabajando en el campo. Asimismo, las revistas se agrupan en función de tres líneas de publicación: psicología, educación especial, Educación y Tecnología. Finalmente, APA (2013) y APA (2000) junto con Horner et al., (2005) son los documentos en torno a los cuales se agrupan las redes de co-citación de documentos. Como futuras líneas de trabajo, se plantean la posibilidad de utilizar otros software de análisis que complemente la información obtenida., In today's societies there is an increasing number of students with Specific Educational Support Needs in our classrooms. In recent years, an increasing presence of students with Autism Spectrum Disorder has been detected. Therefore, the objective is to analyze the evolution of scientific production on autism spectrum disorder using the bibliometric approach of scientific mapping based on the study of the intellectual, social and conceptual structure during the period 1969-2021. A search was carried out using the Web of Science database and the search terms were established using ERIC and Thesaurus. After applying the inclusion and exclusion criteria, 951 documents were obtained. The results show that from a thematic point of view both early intervention and intervention with new methodologies such as ICT are the current topics being worked on in the field. Also, the journals are grouped according to three lines of publication: psychology, special education, Education and Technology. Finally, APA (2013) and APA (2000) together with Horner et al., (2005) are the documents around which the document co-citation networks are grouped. As future lines of work, the possibility of using other analysis software to complement the information obtained is proposed.

La educación es uno de los ámbitos donde más crecimiento ha tenido recientemente la incorporación de las tecnologías. Entre ellas, cabe destacar la robótica, que puede aplicarse para dar respuesta a las necesidades diversas del alumnado presente en las aulas. En este sentido, el objetivo del estudio ha sido aplicar una acción formativa en alumnado del Grado en Maestro en Educación Primaria en torno a la robótica como herramienta inclusiva de participación para dar respuesta al alumnado con Necesidades Específicas de Apoyo Educativo. Tras ello, se ha planteado medir la utilidad percibida. Los participantes fueron 170 estudiantes de la asignatura “Atención a las necesidades educativas específicas” del Grado en Maestro en Educación Primaria de la Universidad de Alicante. Se utilizó un enfoque cuantitativo con diseño descriptivo y comparativo-causal. La recogida de la información se llevó a cabo mediante un cuestionario diseñado ad hoc. Los resultados mostraron que más del 50% del alumnado percibe la robótica como una herramienta que potencia la comunicación e interacción social en el alumnado con NEAE. Asimismo, se han hallado diferencias significativas en las percepciones en función del género y de los conocimientos previos sobre robótica. A modo de conclusión, cabe afirmar que resulta adecuado profundizar en la formación e incorporación de la robótica para una aplicación efectiva y óptima en los centros educativos.

In recent years, interest in the application of gamification in education has increased. Gamification is intended to stimulate students' thinking through game techniques, involving them in problem solving. The main aim of this study is to implement a thematic analysis on the use of gamification in early childhood and primary students. To this end, a systematic review was conducted using the PRISMA model in the Web of Science database, following inclusion and exclusion criteria on quantitative and qualitative experimental and quasi-experimental studies that explore gamification in early childhood education and primary school. 24 studies were analyzed. The results show that the investigations are aimed at improving academic and collaborative skills and increasing motivation with positive results. Furthermore, most of the studies involve students between 10 and 12 years of age and are developed in science subjects supported by technological applications and gamified elements. In conclusion, it has been found that gamification has been applied in early childhood and primary education for many areas and objectives. Likewise, as a didactic strategy, it has brought significant improvements in academic performance, motivation and autonomy, which makes it advisable to continue deepening its application., En los últimos años, el interés por la aplicación de la gamificación en la educación ha aumentado. Con la gamificación se pretende estimular el pensamiento del alumnado a través de técnicas de juego, involucrándole y planteando la resolución de problemas. El estudio tiene como objetivo realizar un análisis temático sobre el uso de la gamificación en alumnos de educación infantil y primaria. Para ello, se efectuó una revisión sistemática utilizando el modelo PRISMA en la base de datos Web of Science, siguiendo criterios de inclusión y exclusión, sobre estudios cuantitativos y cualitativos experimentales y cuasi-experimentales que exploran la gamificación en educación infantil y primaria. Se analizaron 24 estudios. Los resultados muestran que las investigaciones están dirigidas a mejorar las habilidades académicas y colaborativas y a aumentar la motivación con resultados positivos. Además, la mayoría de los estudios involucran a alumnos de entre 10 y 12 años y se desarrollan en asignaturas de ciencias con apoyo de aplicaciones tecnológicas y elementos gamificados. En conclusión, se ha comprobado que la gamificación se ha aplicado en la educación infantil y primaria para muchas áreas y objetivos. Asimismo, como estrategia didáctica ha aportado mejoras significativas del rendimiento académico, la motivación o la autonomía, lo que hace recomendable seguir profundizando en su aplicación.

In recent years, interest in the application of gamification in education has increased. Gamification is intended to stimulate students' thinking through game techniques, involving them in problem solving. The main aim of this study is to implement a thematic analysis on the use of gamification in early childhood and primary students. To this end, a systematic review was conducted using the PRISMA model in the Web of Science database, following inclusion and exclusion criteria on quantitative and qualitative experimental and quasi-experimental studies that explore gamification in early childhood education and primary school. 24 studies were analyzed. The results show that the investigations are aimed at improving academic and collaborative skills and increasing motivation with positive results. Furthermore, most of the studies involve students between 10 and 12 years of age and are developed in science subjects supported by technological applications and gamified elements. In conclusion, it has been found that gamification has been applied in early childhood and primary education for many areas and objectives. Likewise, as a didactic strategy, it has brought significant improvements in academic performance, motivation and autonomy, which makes it advisable to continue deepening its application., En los últimos años, el interés por la aplicación de la gamificación en la educación ha aumentado. Con la gamificación se pretende estimular el pensamiento del alumnado a través de técnicas de juego, involucrándole y planteando la resolución de problemas. El estudio tiene como objetivo realizar un análisis temático sobre el uso de la gamificación en alumnos de educación infantil y primaria. Para ello, se efectuó una revisión sistemática utilizando el modelo PRISMA en la base de datos Web of Science, siguiendo criterios de inclusión y exclusión, sobre estudios cuantitativos y cualitativos experimentales y cuasi-experimentales que exploran la gamificación en educación infantil y primaria. Se analizaron 24 estudios. Los resultados muestran que las investigaciones están dirigidas a mejorar las habilidades académicas y colaborativas y a aumentar la motivación con resultados positivos. Además, la mayoría de los estudios involucran a alumnos de entre 10 y 12 años y se desarrollan en asignaturas de ciencias con apoyo de aplicaciones tecnológicas y elementos gamificados. En conclusión, se ha comprobado que la gamificación se ha aplicado en la educación infantil y primaria para muchas áreas y objetivos. Asimismo, como estrategia didáctica ha aportado mejoras significativas del rendimiento académico, la motivación o la autonomía, lo que hace recomendable seguir profundizando en su aplicación.

In today's societies there is an increasing number of students with Specific Educational Support Needs in our classrooms. In recent years, an increasing presence of students with Autism Spectrum Disorder has been detected. Therefore, the objective is to analyze the evolution of scientific production on autism spectrum disorder using the bibliometric approach of scientific mapping based on the study of the intellectual, social and conceptual structure during the period 1969-2021. A search was carried out using the Web of Science database and the search terms were established using ERIC and Thesaurus. After applying the inclusion and exclusion criteria, 951 documents were obtained. The results show that from a thematic point of view both early intervention and intervention with new methodologies such as ICT are the current topics being worked on in the field. Also, the journals are grouped according to three lines of publication: psychology, special education, Education and Technology. Finally, APA (2013) and APA (2000) together with Horner et al., (2005) are the documents around which the document co-citation networks are grouped. As future lines of work, the possibility of using other analysis software to complement the information obtained is proposed., En las sociedades actuales es cada vez mayor el número de alumnado con Necesidades Específicas de Apoyo Educativo existente en nuestras aulas. En los últimos años se ha detectado una presencia cada vez mayor de alumnado con Trastorno del Espectro Autista. Por ello, se plantea como objetivo analizar la evolución de la producción científica sobre el trastorno del espectro autista utilizando la aproximación bibliométrica del mapeado científico a partir del estudio de la estructura intelectual, social y conceptual durante el período 1969-2021. Se realizó una búsqueda mediante la base de datos Web of Science y se establecieron los términos de búsqueda con ERIC y Thesaurus. De manera que tras aplicar los criterios de inclusión y exclusión se obtuvieron 951 documentos. Los resultados muestran que desde el punto de vista temático tanto la intervención temprana como la intervención con nuevas metodologías como las TIC son los tópicos actuales que se están trabajando en el campo. Asimismo, las revistas se agrupan en función de tres líneas de publicación: psicología, educación especial, Educación y Tecnología. Finalmente, APA (2013) y APA (2000) junto con Horner et al., (2005) son los documentos en torno a los cuales se agrupan las redes de co-citación de documentos. Como futuras líneas de trabajo, se plantean la posibilidad de utilizar otros software de análisis que complemente la información obtenida.

En la actualidad, la tecnología ocupa un lugar preminente en los diferentes ámbitos sociales. En el mundo educativo, la realidad virtual puede contribuir a dar respuesta a la diversidad de alumnado presente en las aulas. En esta línea, el objetivo del presente estudio es explorar la aplicación de la realidad virtual inmersiva para favorecer la comunicación e interacción social en alumnado con TEA. Para ello, se ha diseñado el entorno de realidad virtual inmersiva (RVI) de una clase, en el cual se presentan diferentes situaciones de aprendizaje a los usuarios. La muestra la conformaron tres participantes, con los cuales se desarrolló un estudio piloto con actividades de comunicación e interacción social con la maestra y el robot NAO virtuales. Para la recogida de datos se utilizaron las gafas de RVI y se diseñó ad hoc un cuestionario, que fue cumplimentado por un observador. Los resultados reflejan la captación de la atención del alumnado hacía los elementos que conforman el entorno de RVI. Asimismo, se ha constatado una buena aceptación del dispositivo de RVI y unas interacciones satisfactorias. A modo de conclusión, cabe afirmar que el entorno de RVI ha proporcionado un realismo y unas posibilidades notables de interacción., Today, technology plays an essential role in different social spheres. In the educational world, virtual reality can contribute to respond to the diversity of students present in the classroom. In this line, the aim of this study is to explore the application of immersive virtual reality to promote communication and social interaction in students with ASD. For this purpose, an immersive virtual reality (IVR) classroom environment was designed, in which different learning situations were presented to the users. The sample consisted of three participants, with whom a pilot study was developed with communication and social interaction activities with the virtual teacher and the virtual NAO robot. The IVR glasses were used for data collection and a questionnaire was designed ad hoc and completed by an observer. The results show that the students' attention was attracted to the elements that make up the IVR environment. Likewise, a good acceptance of the IVR device and satisfactory interactions have been observed. In conclusion, it can be stated that the IVR environment has provided realism and remarkable possibilities for interaction.

Nowadays, technology plays a fundamental role in the development of daily life activities. In this regard, there is an increase in disciplines that have used technologies, with educational fields standing out above all. Within education, there are a series of emerging technologies that are increasingly implemented in the classroom. Emerging technologies are also well aligned to autistic students and their specific learning and cognitive preferences. Therefore, the aim of this review is to carry out a systematic and thematic review on the application of Virtual reality (VR) in teaching and learning environments for autistic students during the period 1996–2021. Our analysis located a sample of 38 documents obtained from the WEB of Science and Scopus based on following Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidance. Our results highlight that much of the research was focused on areas of emotional recognition and social skills development. In addition, we found that when activities were interactive and realistic within the VR environments, the acceptance of this tool was improved for this specific population.

Nowadays, audiovisual media play a central role in access to information and in personal relationships. Among the audiovisual media is cinema, which due to its heterogeneous nature, can fulfill diverse educational functions. The objective of this study was to learn about the training that future teachers in Spain receive outside of their teaching degree for the didactic use of cinema. In addition, we sought to understand the influence of training on perceptions regarding the educational potential of cinema and the predisposition to its use. Using a quantitative approach, information was collected from 4659 students from 58 Spanish universities. The questionnaire used covered perceptions about the potencialities of cinema as a didactic resource in pre-school and primary classrooms (PECID). The results showed that 95.1% of the students had not received training. In addition, we found a significant influence of training on their perceptions of the educational possibilities of cinema. Furthermore, we found an influence on their predisposition to use training in their future teaching practice. Overall, it is necessary to implement training actions to fill the gaps detected in favor of a quality education with active learning and linked to society.

In recent years there has been a gradual increase in scientific production on the application of Augmented Reality (AR) in students with Autism Spectrum Disorders (ASD). However, a global picture of the field of study has not been established to allow us to study its evolution. As a result, we propose to analyse conceptually, intellectually and socially the global trends in the application of AR in students with ASD using bibliometric techniques in the Web of Science (WOS) and Scopus. A bibliometric study was implemented with a sample of 88 documents obtained from the Web of Science (WOS) and Scopus during the period 1996–2020. The results show that this is a field with several defined thematic lines: firstly, the inclusion of students with ASD in school. Secondly, the diverse technological tools that allow to improve the AR scenarios and finally the determination of the most worked areas in the ASD. In addition to this, most of the authors work individually, but there are co-citation networks around the most cited papers. This means that, especially in WOS, there are very robust networks. As future lines of research, the possibility of adding new bibliometric software that makes it possible to obtain more bibliometric indicators on the documents is considered.

In today's society, technology plays a fundamental role. More and more activities of daily life are being developed with the help of technology. One of the emerging technologies in recent years is augmented reality, (AR) which generate great benefits por people with disability. These visual technologies provide safe and controlled environments in learning to solve social situations for people with autism spectrum disorders (ASD). For this reason, it is proposed as an objective to analyse the effect of AR as a tool for learning the handwashing process. This research was developed using AR leaving from a quantitative approach, quasi-experimental methodology and pretest–posttest design. The Denver questionnaire was employed to collect data before the intervention and after the end of the intervention. In addition to this, the Onirix application was worked to create the AR environments. In this sense, the experimental group was composed of 6 students diagnosed with ASD (Level I, II, III) who developed activities with the AR application. While the control group was composed of 6 students diagnosed with ASD (level I, II, III) who performed similar activities in the handwashing process with traditional methodologies. The sessions had a duration of 20–30 min over 12 weeks to complete 10 sessions. In addition, a field record was used to leave proof of the children’s behaviour throughout the different sessions. In this way, it was possible to study how the child's behaviour had evolved from the pretest to the end of the intervention (post-test). The results show that there have been improvements in the post-test caused by working with augmented reality in several areas, such as, for example, in eye contact. This is reflected for example in item 3 which has a value of p = 0.005 and which is manifested in that the students due to AR turn towards the therapist when they hear his voice. If the study by Bakhtiarvand (2020) is followed, an improvement in the children's motivation f

En los últimos años el uso de la realidad aumentada se ha extendido considerablemente en multitud de campos, como la educación, donde se ha producido un aumento en la producción científica sobre la temática. Sin embargo, no existe una imagen global sobre las investigaciones desarrolladas en los últimos años. Por este motivo, el objetivo del estudio es realizar un análisis conceptual, intelectual y social del uso de la realidad aumentada en la educación a través de técnicas bibliométricas. El estudio se realizó con 482 documentos del periodo 2000-2019, obtenidos de la colección principal de la Web of Science y que fueron analizados con la herramienta bibliometrix. Los resultados muestran que existen dos líneas temáticas, la tecnología en la educación y la tecnología de apoyo o asistencia. Además, se refleja un cambio de tendencia en el uso de la realidad aumentada para dar respuesta a las necesidades específicas de apoyo educativo del alumnado. Se puede concluir que la realidad aumentada es un campo en plena expansión, donde las intervenciones aún no ocupan un lugar central. Como futuras líneas se plantea el desarrollo de un protocolo de uso de la realidad aumentada en educación a partir de los resultados obtenidos., In recent years the use of augmented reality has grown considerably in different fields, such as education, where there has been an increase in scientific production on the subject. However, there is no global picture of the research carried out within this field of study. For this reason, the aim of this paper is to conduct a conceptual, intellectual and social analysis of the use of augmented reality in education through the use of bibliometric techniques. A study of 482 documents included in the main collection of the Web of Science database during the period 2000-2019 was carried out. These documents have been analyzed using the bibliometrix tool. The results show that there are two thematic lines: technology in education and assistive technology. In addition, a change of trend is perceived in the use of augmented reality to respond to the specific educational support needs of the students. Augmented reality is a field in full expansion, where interventions do not yet have a central place. The development of a protocol for the use of augmented reality in education based on the results obtained is proposed as an avenue for future research.

Uno de los retos para la educación en el siglo XXI es lograr la consecución de entornos inclusivos. En este sentido, se ha planteado el Diseño Universal para el Aprendizaje (DUA) como un modelo para apoyar la transformación educativa y garantizar una educación inclusiva de calidad y promover oportunidades de aprendizaje para todos. El presente trabajo se enmarca en el Programa de Redes de investigación en docencia universitaria del Instituto de Ciencias de la Educación de la Universidad de Alicante (convocatoria 2021-222) y tiene como objetivo general analizar la implantación del Diseño Universal para el Aprendizaje en el ámbito universitario. De este modo, se ha llevado a cabo una acción formativa sobre el DUA y se han examinado las percepciones del alumnado sobre la aplicación de las prácticas docentes y los recursos tecnológicos de DUA. Se diseñó ad hoc un cuestionario, tomando como referencia los principios y pautas del DUA. Los resultados constataron porcentajes bajos de frecuencia de implementación de los principios del DUA. A modo de conclusión, cabe afirmar que se debe profundizar en la formación del profesorado para la aplicación efectiva del DUA y en los mecanismos de evaluación que contribuyan a garantizar un aprendizaje que responda a las necesidades de todos.