Realidad aumentada y estimulación de la competencia socio-comunicativa en sujetos con TEA

Abstract

espanolSe recogen estudios centrados en analizar el impacto de la realidad aumentada (RA) en intervenciones con sujetos con Trastorno del Espectro Autista (TEA), orientados a estimular sus competencias social y comunicativa, favoreciendo su interaccion social. Se adopta una metodologia cualitativa, concretada en la revision sistematica de investigaciones (N=26) -a traves de meta-analisis-, publicadas durante 2012-2020 en revistas de impacto, desarrolladas en tres contextos: educativo, experimental-psicologico y tecnologico. Los resultados reflejan que en su mayoria son estudios de caso. Destacan los estudios de indole tecnologico, ligados al diseno e implementacion de recursos con RA en ambito clinico. Asimismo, los asociados a intervenciones en contextos educativos incorporan la RA como recursos didacticos en ambitos escolares. Los desarrollados en contextos experimentales-psicologicos describen intervenciones con RA y analizan el comportamiento de los sujetos en diversos ambitos. Se observa unanimidad al subrayar el impacto positivo de las app o sistemas de RA para estimular la interaccion social. Sin embargo, no especifican las fases de intervencion ni utilizan app o recursos comerciales o accesibles, limitando su extrapolacion a otros contextos. Concluyendo, se precisan equipos interdisciplinares que compartan hallazgos que redunden en beneficio de los sujetos con TEA, suscitando intervenciones que favorezcan su plena inclusion socio-educativa. EnglishSome studies, focused on analysing the impact of augmented reality in interventions to people with Autism Spectrum Disorder (ASD), are gathered, directed to stimulate their social and communicative abilities in order to favour their social interaction. A qualitative methodology is adopted in this paper as specified in the systematic revision of investigations (N=26) -through meta-analysis- published during 2012-2020 in specialized academic journals and developed in three different contexts: educative, technological and psycho-experimental. The results show that most of them are case studies. Technological studies, bound to the design and establishment of augmented reality resources in the clinical setting, are the ones that stand out. Furthermore, those associated to interventions in the educational environment incorporate augmented reality as a teaching resource in the school setting. Finally, those developed in a psycho-experimental context describe interventions with augmented reality and analyse the people’s behaviour in different fields. Unanimity is observed when it comes to highlight the positive impact these apps or augmented reality systems have to stimulate social interaction. However, interventions phases are not specified nor are accessible or commercial resources used, what restricts its extrapolation to other contexts. In conclusion, an interdisciplinary equipment which shares the discoveries concerning the benefit of people with ASD is required, arousing interventions which favour their total socio-educational inclusion.