<?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>S2616-79642025000500565</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i40.1162</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de la realidad virtual aumentada en el aprendizaje autónomo de estudiantes con necesidades especiales]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of augmented virtual reality on independent learning for students with special needs]]></article-title>
<article-title xml:lang="pt"><![CDATA[Impacto da realidade virtual aumentada na aprendizagem independente de alunos com necessidades especiais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tornero Roballo]]></surname>
<given-names><![CDATA[Jashmin Jacquelin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Saavedra]]></surname>
<given-names><![CDATA[Segundo Sigifredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dueñas Fernández]]></surname>
<given-names><![CDATA[Anabell]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>40</numero>
<fpage>565</fpage>
<lpage>579</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000500565&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000500565&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000500565&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La realidad virtual aumentada (RVA) se ha posicionado como una herramienta innovadora en la educación, especialmente para apoyar el aprendizaje autónomo de estudiantes con discapacidad. Este estudio explora su influencia y efectividad en este ámbito. El objetivo fue analizar cómo la RVA impacta en el desarrollo educativo de estos estudiantes, identificando ventajas y limitaciones. Se realizó una revisión sistemática utilizando bases de datos como Scopus, ERIC, ScienceDirect, Web of Science y ProQuest, seleccionando artículos publicados entre 2020 y 2024. Los resultados evidenciaron que la implementación de la realidad virtual contribuyó significativamente a mejorar la experiencia de aprendizaje en estudiantes con diversas necesidades educativas especiales. Se observó un aumento en la motivación, la comprensión de conceptos complejos y el desarrollo de habilidades prácticas. Sin embargo, se identificaron limitaciones relacionadas con los altos costos, la complejidad técnica y la falta de estudios longitudinales que evalúen sus efectos a largo plazo. Se concluye que la RVA tiene un alto potencial pedagógico, aunque requiere ajustes para garantizar accesibilidad universal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Augmented virtual reality (AVR) has positioned itself as an innovative tool in education, especially for supporting independent learning for students with disabilities. This study explores its influence and effectiveness in this field. The objective was to analyze how AVR impacts the educational development of these students, identifying advantages and limitations. A systematic review was conducted using databases such as Scopus, ERIC, ScienceDirect, Web of Science, and ProQuest, selecting articles published between 2020 and 2024. The results showed that the implementation of virtual reality significantly contributed to improving the learning experience for students with various special educational needs. Increased motivation, understanding of complex concepts, and the development of practical skills were observed. However, limitations were identified related to high costs, technical complexity, and the lack of longitudinal studies evaluating its long-term effects. It is concluded that AVR has great pedagogical potential, although it requires adjustments to ensure universal accessibility.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A realidade virtual aumentada (RVA) tem-se posicionado como uma ferramenta inovadora na educação, especialmente para apoiar a aprendizagem independente de alunos com deficiência. Este estudo explora a sua influência e eficácia neste campo. O objetivo foi analisar de que forma a RVA impacta o desenvolvimento educativo destes alunos, identificando vantagens e limitações. Foi conduzida uma revisão sistemática utilizando bases de dados como a Scopus, ERIC, ScienceDirect, Web of Science e ProQuest, selecionando artigos publicados entre 2020 e 2024. Os resultados mostraram que a implementação da realidade virtual contribuiu significativamente para melhorar a experiência de aprendizagem dos alunos com diversas necessidades educativas especiais. Observou-se um aumento da motivação, da compreensão de conceitos complexos e do desenvolvimento de competências práticas. No entanto, foram identificadas limitações relacionadas com os elevados custos, a complexidade técnica e a falta de estudos longitudinais que avaliem os seus efeitos a longo prazo. Conclui-se que a RVA tem um grande potencial pedagógico, embora necessite de ajustes para garantir a acessibilidade universal.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje autónomo]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad intellectual]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusive]]></kwd>
<kwd lng="es"><![CDATA[Innovación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Realidad virtual]]></kwd>
<kwd lng="es"><![CDATA[Tecnología educativa]]></kwd>
<kwd lng="en"><![CDATA[Self-directed learning]]></kwd>
<kwd lng="en"><![CDATA[Intellectual disability]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical innovation]]></kwd>
<kwd lng="en"><![CDATA[Virtual reality]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem autodirigida]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência intellectual]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusive]]></kwd>
<kwd lng="pt"><![CDATA[Inovação pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Realidade virtual]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia educativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aboud]]></surname>
<given-names><![CDATA[Y. Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Al Ali]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bridging the Gap: Augmented Reality for Math Education among Saudi Deaf Students]]></article-title>
<source><![CDATA[Decision Making: Applications in Management and Engineering]]></source>
<year>2025</year>
<page-range>348-63</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Agreda]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Chávez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Arias]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Intriago]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La realidad virtual y realidad aumentada en la educación]]></article-title>
<source><![CDATA[Sinergia Académica]]></source>
<year>2024</year>
<volume>7</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>122-34</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alexander]]></surname>
<given-names><![CDATA[S. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Fabbro]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Kelly]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Mathie]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Peters]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Veale]]></surname>
<given-names><![CDATA[E. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Wong]]></surname>
<given-names><![CDATA[S. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The concise guide to pharmacology 2021/22: Enzymes]]></article-title>
<source><![CDATA[British journal of pharmacology]]></source>
<year>2021</year>
<volume>178</volume>
<page-range>S313-411</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alqarni]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparison of augmented reality and conventional teaching on special needs students' attitudes towards science and their learning outcomes]]></article-title>
<source><![CDATA[Journal Of Baltic Science Education]]></source>
<year>2021</year>
<volume>20</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>558-72</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Amalia]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Soleh]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Febriansyah]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rizko]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Salbiah]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Suryan]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Septiani]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development of airfield lighting system digital learning media: An application usability testing]]></article-title>
<source><![CDATA[JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan)]]></source>
<year>2024</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>240-55</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aruanno]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Carruba]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Mondellini]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Santos-Paz]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferrise]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Karaki]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Covarrubias]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enhancing inclusive education for young students with special needs through mixed reality: Exploring the potential of CNC milling machine application]]></article-title>
<source><![CDATA[Computer-Aided Design and Applications]]></source>
<year>2024</year>
<volume>21</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>522-35</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Badilla-Quintana]]></surname>
<given-names><![CDATA[M. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Sepulveda-Valenzuela]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Salazar Arias]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Augmented reality as a sustainable technology to improve academic achievement in students with and without special educational needs]]></article-title>
<source><![CDATA[Sustainability]]></source>
<year>2020</year>
<volume>12</volume>
<numero>19</numero>
<issue>19</issue>
<page-range>8116</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bernal-Garzón]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aportes a la consolidación del conectivismo como enfoque pedagógico para el desarrollo de procesos de aprendizaje]]></article-title>
<source><![CDATA[Revista Innova Educación]]></source>
<year>2020</year>
<volume>2</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>394-412</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bookman]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Mondelli]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Modelli]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Yokoyama]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Putting Virtual Reality to Disability Activism]]></article-title>
<source><![CDATA[The International Journal of Disability and Social Justice]]></source>
<year>2024</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>10-33</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bryant]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Bailey]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Hemsley]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing and evaluating an immersive augmented reality application for children with developmental communication disability: InterPlay for language learning]]></article-title>
<source><![CDATA[International Journal of Speech-Language Pathology]]></source>
<year>2024</year>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cabero-Almenara]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Palacios-Rodríguez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Loaiza-Aguirre]]></surname>
<given-names><![CDATA[M. I.]]></given-names>
</name>
<name>
<surname><![CDATA[Andrade-Abarca]]></surname>
<given-names><![CDATA[P. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The impact of pedagogical beliefs on the adoption of generative AI in higher education: predictive model from UTAUT2]]></article-title>
<source><![CDATA[Frontiers in Artificial Intelligence]]></source>
<year>2024</year>
<volume>7</volume>
<page-range>1497705</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[P. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Ho]]></surname>
<given-names><![CDATA[H. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[H. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Tam]]></surname>
<given-names><![CDATA[K. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Liu]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Lin]]></surname>
<given-names><![CDATA[L. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Virtual reality experiential learning improved undergraduate students' knowledge and evaluation skills relating to assistive technology for older adults and individuals with disabilities]]></article-title>
<source><![CDATA[BMC Medical Education]]></source>
<year>2024</year>
<volume>24</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>101</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chi&#539;u]]></surname>
<given-names><![CDATA[I. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Tec&#259;u]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Constantin]]></surname>
<given-names><![CDATA[C. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Tesca&#537;iu]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Br&#259;tucu]]></surname>
<given-names><![CDATA[T. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Br&#259;tucu]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Purcaru]]></surname>
<given-names><![CDATA[I. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring the opportunity to use virtual reality for the education of children with disabilities]]></article-title>
<source><![CDATA[Children]]></source>
<year>2023</year>
<volume>10</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>436</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chuang]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The applications of constructivist learning theory and social learning theory on adult continuous development]]></article-title>
<source><![CDATA[Performance Improvement]]></source>
<year>2021</year>
<volume>60</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>6-14</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Driver]]></surname>
<given-names><![CDATA[M. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Zimmer]]></surname>
<given-names><![CDATA[K. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Khan]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Sadler]]></surname>
<given-names><![CDATA[J. V.]]></given-names>
</name>
<name>
<surname><![CDATA[Draper]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Preparing General Education Teachers for Inclusive Settings: Integrating High-Leverage Practices and Mixed-Reality Simulation in Pre-Service Coursework]]></article-title>
<source><![CDATA[Education Sciences]]></source>
<year>2024</year>
<volume>14</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>428</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández-Batanero]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Montenegro-Rueda]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández-Cerero]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Use of augmented reality for students with educational needs: a systematic review (2016-2021)]]></article-title>
<source><![CDATA[Societies]]></source>
<year>2022</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>36</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Franze]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Loetscher]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Gallomarino]]></surname>
<given-names><![CDATA[N. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Szpak]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Michalski]]></surname>
<given-names><![CDATA[S. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Immersive virtual reality is more effective than non&#8208;immersive devices for developing real&#8208;world skills in people with intellectual disability]]></article-title>
<source><![CDATA[Journal of Intellectual Disability Research]]></source>
<year>2024</year>
<volume>68</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>1358-73</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[F. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Corell]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Abella]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Grande]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La evaluación online en la educación superior en tiempos de la COVID-19]]></article-title>
<source><![CDATA[Education in the knowledge society (EKS)]]></source>
<year>2020</year>
<volume>21</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>26</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gu]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Xu]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Ma]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Technological affordances and applications of chatbots for conversational skill interventions in autism: A scoping review]]></article-title>
<source><![CDATA[Education and Information Technologies]]></source>
<year>2024</year>
<page-range>1-30</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hashim]]></surname>
<given-names><![CDATA[H. U.]]></given-names>
</name>
<name>
<surname><![CDATA[Yunus]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Norman]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA['AReal-Vocab': an augmented reality English vocabulary mobile application to cater to mild autism children in response towards sustainable education for children with disabilities]]></article-title>
<source><![CDATA[Sustainability]]></source>
<year>2022</year>
<volume>14</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>4831</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
