Impact of interactive learning environments on learning and cognitive development of children with special educational needs: a literature review

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dc.contributor.authorUgalde, Leire
dc.contributor.authorSantiago Garabieta, Maite
dc.contributor.authorVillarejo Carballido, Beatriz
dc.contributor.authorPuigvert Mallart, Lidia
dc.date.accessioned2025-05-07T07:15:58Z
dc.date.available2025-05-07T07:15:58Z
dc.date.issued2021-04-29
dc.date.updated2025-05-07T07:15:58Z
dc.description.abstractChildren with special educational needs (SEN) achieve lower educational levels than their peers without special needs, leading to a higher risk of social exclusion in the future. Inclusive education aims to promote learning and to benefit the cognitive development of these students, and numerous research studies have indicated that interactive environments benefit inclusion. However, it is necessary to know how these inclusive environments can positively impact the academic improvement and development of these students' cognitive skills. This article provides a review of the scientific literature from Web of Science, SCOPUS, ERIC, and PsychINFO to understand the impact of interactive environments on the academic learning and cognitive skill development of children with SEN. A total of 17 studies were selected. Those studies showed the effectiveness of interactive learning environments in promoting instrumental learning, increasing academic involvement, and improving the cognitive development of children with disabilities. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the learning and cognitive development of students with SENen
dc.description.sponsorshipINTER-ACT research was funded by the Spanish National Program for Research aimed at the Challenges of Society, Ministry of Science and Innovation, grant number: EDU2017- 88666-Ren
dc.identifier.citationUgalde, L., Santiago-Garabieta, M., Villarejo-Carballido, B., & Puigvert, L. (2021). Impact of interactive learning environments on learning and cognitive development of children with special educational needs: a literature review [Review of impact of interactive learning environments on learning and cognitive development of children with special educational needs: a literature review]. Frontiers in Psychology, 12. Frontiers Media S.A. https://doi.org/10.3389/FPSYG.2021.674033
dc.identifier.doi10.3389/FPSYG.2021.674033
dc.identifier.eissn1664-1078
dc.identifier.urihttp://hdl.handle.net/20.500.14454/2676
dc.language.isoeng
dc.publisherFrontiers Media S.A.
dc.rights© 2021 Ugalde, Santiago-Garabieta, Villarejo-Carballido and Puigvert
dc.subject.otherInteraction
dc.subject.otherLearning
dc.subject.otherDevelopment
dc.subject.otherLearning environments
dc.subject.otherSpecial educational needs
dc.titleImpact of interactive learning environments on learning and cognitive development of children with special educational needs: a literature reviewen
dc.typereview
dcterms.accessRightsopen access
oaire.citation.titleFrontiers in Psychology
oaire.citation.volume12
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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