Collaborative mobile educational technologies for blind students. A systematic review
DOI:
https://doi.org/10.17398/1695-288X.20.2.83Keywords:
M-learning, Blind students, Collaborative teaching, Mobile teaching apps, Teaching resourcesAbstract
Traditional teaching methods lose prominence as new technologies emerge as aids in the learning process. Ensuring new classroom dynamics and expanding the learning environment beyond the classroom is, in fact, a tempting additive for students who are developing in an era of technological ascension. Mobile learning or M-learning is, therefore, the most accessible and popular way to offer educational dynamics to students, including those with some type of disability. Bringing together collaborative teaching, which allows students to work in groups and interactively with each other, and the facilities provided by technology, the objective of the work is to present a systematic literature review pointing out the impact of collaborative mobile technologies for teaching people with Visual impairment. Following Kitchenham's systematic review method, 592 articles in Portuguese and English were analyzed, 10 of which were selected to answer the research questions. The results of this research reveal that the use of mobile technologies is efficient and more accessible, positively impacting the learning of students with visual impairments, but still presents latent problems and challenges. This systematic review provides the academic community with a current synthesis of research and development on the subject, between 2015 and 2020, in different teaching environments regarding the educational level and context, characteristics, receptivity and challenges, always backed up by empirical evidence.
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