<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642025000201293</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i37.984</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia artificial en educación musical para el desarrollo autónomo en estudiantes autistas]]></article-title>
<article-title xml:lang="en"><![CDATA[Artificial intelligence in music education for autonomous development in autistic students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inteligência artificial na educação musical para desenvolvimento autônomo de alunos autistas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres Verona]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Odría de Reategui]]></surname>
<given-names><![CDATA[Marianne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Pérez]]></surname>
<given-names><![CDATA[Moisés David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agustín Padilla Caballero]]></surname>
<given-names><![CDATA[Jesús Emilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Lima  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Chiclayo  ]]></institution>
<addr-line><![CDATA[Chiclayo ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>37</numero>
<fpage>1293</fpage>
<lpage>1308</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000201293&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000201293&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000201293&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La integración de la inteligencia artificial en la educación musical ofrece nuevas oportunidades para mejorar el aprendizaje de estudiantes autistas. Este artículo de revisión sistemática tuvo como objetivo analizar las herramientas de Inteligencia Artificial que promueven el desarrollo autónomo en estudiantes con Trastorno del Espectro Autista en el contexto de la educación musical. Para ello se analizaron 8 estudios publicados a partir del 2020. Se empleó el método PRISMA para la estructuración del proceso. Los hallazgos indicaron mejoras en el aprendizaje y la autonomía de los alumnos. Las herramientas presentadas como algoritmos especializados, pantalla elástica, árboles de decisión, robots y aplicaciones interactivas, demostraron ser efectivos para adaptar la educación a las necesidades individuales. Sin embargo, se identificaron barreras como la falta de formación docente y la infraestructura tecnológica insuficiente. Se concluye, que es necesario la promoción de herramientas tecnológicas debido a la escasez de investigaciones en este campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The integration of artificial intelligence in music education offers new opportunities to improve the learning of autistic students. This systematic review article aimed to analyze the Artificial Intelligence tools that promote autonomous development in students with Autism Spectrum Disorder in the context of music education. To do so, 8 studies published since 2020 were analyzed. The PRISMA method was used to structure the process. The findings indicated improvements in student learning and autonomy. The tools presented as specialized algorithms, elastic display, decision trees, robots and interactive applications, proved to be effective in adapting education to individual needs. However, barriers such as lack of teacher training and insufficient technological infrastructure were identified. It is concluded that the promotion of technological tools is necessary due to the scarcity of research in this field.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A integração da inteligência artificial na educação musical oferece novas oportunidades para melhorar a aprendizagem de alunos autistas. Este artigo de revisão sistemática teve como objetivo analisar as ferramentas de Inteligência Artificial que promovem o desenvolvimento autônomo em alunos com Transtorno do Espectro Autista no contexto da educação musical. Para isso, foram analisados 8 estudos publicados a partir de 2020. O método PRISMA foi utilizado para estruturar o processo. Os resultados indicaram melhorias na aprendizagem e na autonomia dos alunos. As ferramentas apresentadas como algoritmos especializados, tela elástica, árvores de decisão, robôs e aplicações interativas, mostraram-se eficazes na adaptação da educação às necessidades individuais. No entanto, foram identificadas barreiras como a falta de formação de professores e a insuficiência de infraestrutura tecnológica. Conclui-se que a promoção de ferramentas tecnológicas é necessária devido à escassez de pesquisas nesta área.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[Educación musical]]></kwd>
<kwd lng="es"><![CDATA[Trastorno del espectro autista]]></kwd>
<kwd lng="es"><![CDATA[desarrollo autónomo]]></kwd>
<kwd lng="es"><![CDATA[Personalización del aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[Music education]]></kwd>
<kwd lng="en"><![CDATA[Autism spectrum disorder]]></kwd>
<kwd lng="en"><![CDATA[Autonomous development]]></kwd>
<kwd lng="en"><![CDATA[Personalized learning]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[Educação musical]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do espectro do autismo]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento autônomo]]></kwd>
<kwd lng="pt"><![CDATA[Personalização da aprendizagem]]></kwd>
</kwd-group>
</article-meta>
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