<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000300211</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14549933</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tecnologías emergentes en el aprendizaje de estudiantes con necesidades especiales: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Emerging technologies in the learning of students with special needs: a systematic review]]></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-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000300211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta revisión sistemática sobre tecnologías emergentes en la educación especial tuvo como objetivo evaluar el impacto de estas tecnologías en las intervenciones educativas para estudiantes con necesidades especiales. Como método, se seleccionaron 37 artículos publicados entre 2020 y 2024, utilizando palabras clave y operadores booleanos en diferentes bases de datos, como Scopus, ERIC, ScienceDirect, Web of Science y ProQuest, siguiendo la guía PRISMA. Los resultados revelan que las tecnologías más utilizadas son los dispositivos móviles y las aplicaciones (27.5%), la realidad virtual y aumentada (15%) y los robots educativos (12.5%). Estas intervenciones abordaron diversas necesidades especiales, incluyendo discapacidad intelectual, trastornos del espectro autista y dificultades de aprendizaje específicas. Como conclusión principal, se encontró un impacto positivo en diversas áreas, como mejoras en habilidades cognitivas y de aprendizaje, aumento de la atención y el compromiso, desarrollo de habilidades sociales y comunicativas y adquisición de habilidades prácticas y funcionales. Aunque los resultados son prometedores y destacan el potencial transformador de las tecnologías emergentes en la educación especial, muchos estudios recomiendan investigaciones adicionales con muestras más grandes y de mayor duración para obtener resultados más robustos y concluyentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This systematic review on emerging technologies in special education aimed to evaluate the impact of these technologies on educational interventions for students with special needs. As a method, 37 articles published between 2020 and 2024 were selected, using keywords and Boolean operators in different databases, such as Scopus, ERIC, ScienceDirect, Web of Science and ProQuest, following the PRISMA guide. The results reveal that the most used technologies are mobile devices and apps (27.5%), virtual and augmented reality (15%) and educational robots (12.5%). These interventions addressed a variety of special needs, including intellectual disability, autism spectrum disorders and specific learning difficulties. As a main conclusion, a positive impact was found in several areas, such as improvements in cognitive and learning skills, increased attention and engagement, development of social and communication skills, and acquisition of practical and functional skills. Although the results are promising and highlight the transformative potential of emerging technologies in special education, many studies recommend further research with larger samples and longer durations to obtain more robust and conclusive results.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[innovación]]></kwd>
<kwd lng="es"><![CDATA[necesidades educacionales]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[innovation]]></kwd>
<kwd lng="en"><![CDATA[educational needs]]></kwd>
</kwd-group>
</article-meta>
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