Incremento de las habilidades socio-emocionales de alumnado con TEA tras una intervención apoyada en un Entorno Gamificado Aumentado
Palabras clave:
gamificación, habilidades socio-emocionales, Trastorno del Espectro Autista, realidad aumentada.Resumen
Esta investigación examina el impacto de una intervención que utiliza un Entorno Gamificado Aumentado (EGA) para estimular las habilidades socio-emocionales de una muestra de 54 sujetos con Trastorno del Espectro Autista (TEA) de edades comprendidas entre 3 y 17 años. La metodología utilizada es cuantitativa, de carácter exploratorio y analítico. Se evalúan las habilidades socio-emocionales antes y después de la intervención (pre-postest) con el instrumento DiagnosticApp, apoyado en una app lúdica. Concretamente, se analiza su capacidad para identificar emociones y estados emocionales primarios y secundarios, y la relación causa-efecto ligada a un contexto. Los resultados muestran que las habilidades socio-emocionales se incrementan tras finalizar la intervención, independientemente del género, edad, grado de TEA, comorbilidad y tipo de lenguaje. En general, el mayor aumento se observa en la identificación de emociones tanto primarias como secundarias a partir del reconocimiento de expresiones faciales. Además, como era previsible, el alumnado con menor grado de TEA, de mayor edad y con un lenguaje más funcional presenta mayores valores en sus habilidades socio-emocionales. En conclusión, la motivación extrínseca asociada a la hibridación de las mecánicas, dinámicas y estéticas del juego, junto con los recursos de realidad aumentada que conforman el EGA constituyen elementos claves que favorecen el incremento de las habilidades socio-emocionales de este alumnado.
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