Incremento de las habilidades socio-emocionales de alumnado con TEA tras una intervención apoyada en un Entorno Gamificado Aumentado
Abstract
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.
Keywords
References
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| ISSN: 1889-4208 / e-ISSN: 1989-4643 | |
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