Comprendiendo la Interacción Colaborativa y la Inclusión de Personas con Discapacidad en Entornos de Metaverso para la Educación a Distancia: Un Cuasi-Experimento y sus Implicaciones para DALverse
DOI:
https://doi.org/10.5753/rbie.2025.5140Keywords:
Pandemia, Metaverso, Aprendizaje Colaborativo e Inmersivo, Enseñanza y Aprendizaje Remotos, Personas con DiscapacidadAbstract
La pandemia de COVID-19 aceleró transformaciones significativas en la educación, impulsando la adopción de tecnologías digitales para la enseñanza remota y promoviendo cambios en los procesos de enseñanza y aprendizaje. Estos cambios buscaron mejorar el compromiso, la participación y el desarrollo del pensamiento crítico de los estudiantes. Ante este escenario, muchos docentes adaptaron metodologías para intensificar la interacción, la motivación y el aprendizaje de los estudiantes. En este contexto, el metaverso emergió como una alternativa innovadora para ampliar la interacción y la inmersión de los estudiantes en entornos virtuales de aprendizaje. Así, este estudio investiga el uso del metaverso como un entorno colaborativo para la Educación a Distancia (EaD), con un enfoque especial en la inclusión de Personas con Discapacidad (PcD). Para ello, se llevó a cabo un cuasi-experimento en la plataforma DALverse, analizando cómo las personas con discapacidad auditiva y física interactúan, se involucran y evalúan la accesibilidad en este entorno. La investigación involucró a 34 participantes, incluidos estudiantes y tutores, que realizaron actividades educativas en el metaverso utilizando recursos como avatares personalizados, chat de texto y voz, pizarra digital interactiva y uso compartido de pantalla. A través de un estudio mixto (cuantitativo y cualitativo) basado en una encuesta, se analizaron métricas relacionadas con la motivación, la colaboración y la usabilidad, con énfasis en la accesibilidad para PcD, con el objetivo de comprender sus dificultades y orientar estrategias para aumentar su inclusión y autonomía en el uso del metaverso en la educación. Los resultados indicaron evidencia positiva en la percepción de los estudiantes, lo que sugiere que el metaverso puede ser un enfoque innovador para la enseñanza y el aprendizaje a distancia. Además, los hallazgos indican que el metaverso puede promover un aprendizaje más inmersivo y colaborativo, aunque aún deben superarse desafíos de accesibilidad. Basándose en las experiencias adquiridas con la enseñanza remota durante la crisis sanitaria, este trabajo contribuye al avance de la investigación sobre la inclusión digital en el metaverso, alentando a los educadores a reflexionar sobre prácticas educativas más accesibles y equitativas en la nueva realidad pospandemia.
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Derechos de autor 2025 Adson Roberto Pontes Damasceno, José Vinícius Vieira Lima, Eduardo Alves Lima Caldas, Lidiane Castro Silva, Francisco Carlos de Mattos Brito Oliveira
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