<?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>2184-3120</journal-id>
<journal-title><![CDATA[Journal of Digital Media and Interaction]]></journal-title>
<abbrev-journal-title><![CDATA[JDMI]]></abbrev-journal-title>
<issn>2184-3120</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Aveiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-31202024000100031</article-id>
<article-id pub-id-type="doi">10.34624/jdmi.v7i16.36547</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de Realidad Aumentada para el desarrollo de ODS: una experiencia con estudiantes en riesgo de exclusión social]]></article-title>
<article-title xml:lang="en"><![CDATA[(Using Augmented Reality for the Development of Sustainable Development Goals: An Experience with Students at Risk of Social Exclusion)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paredes-Velasco]]></surname>
<given-names><![CDATA[Maximiliano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomez-Ríos]]></surname>
<given-names><![CDATA[Mónica Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Rey Juan Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Politécnica Salesiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>7</volume>
<numero>16</numero>
<fpage>31</fpage>
<lpage>46</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-31202024000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-31202024000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-31202024000100031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Para el desarrollo, tanto personal como socioeconómico, la educación es un elemento primordial. Sin embargo, pese a su relevancia e importancia no hay una educación inclusiva que permita el acceso a toda la población. Esto es especialmente notorio en contextos de estudiantes que se encuentran en riesgo de exclusión. Este trabajo presenta un proyecto que fomenta disminuir el gap tecnológico en las clases sociales más desfavorecidas, impulsando el uso de tecnología de Realidad Aumentada. Para ello se presenta una experiencia con niños en riesgo de exclusión social en la que realizaron dos talleres formativos durante dos semanas, organizando los estudiantes en dos grupos, donde uno usaba Realidad Aumentada con Tablet y el otro no. El objetivo de la experiencia fue evaluar el impacto del uso de esta tecnología en el estado emocional de los estudiantes, así como en el desarrollo de la competencia de pensamiento computacional. Los resultados muestran que los estudiantes que usaron Realidad Aumentada mejoraron considerablemente los resultados académicos sobre programación en bloque respecto a los que no la usaron. Además, se encontró que el estado emocional de los primeros fue en general de emociones más agradables respecto a los segundos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract For personal and socioeconomic development, education is a fundamental element. However, despite its relevance and importance, there is no inclusive education that allows access to the entire population. This is especially noticeable in contexts where students are at risk of exclusion. This paper presents a project that aims to reduce the technological gap in the most disadvantaged social classes by promoting the use of Augmented Reality technology. To this end, an experience with children at risk of social exclusion is presented, in which they participated in two training workshops over two weeks, organized into two groups, where one group used Augmented Reality with Tablets and the other did not. The objective of the experience was to assess the impact of using this technology on the emotional state of the students, as well as on the development of computational thinking competence. The results show that students who used Augmented Reality significantly improved their academic results in block programming compared to those who did not use it. Additionally, it was found that the emotional state of the former was generally more pleasant compared to the latter.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Emotions]]></kwd>
<kwd lng="en"><![CDATA[Augmented Reality]]></kwd>
<kwd lng="en"><![CDATA[block-based programming]]></kwd>
<kwd lng="en"><![CDATA[Computational thinking]]></kwd>
<kwd lng="es"><![CDATA[Emociones]]></kwd>
<kwd lng="es"><![CDATA[Realidad Aumentada]]></kwd>
<kwd lng="es"><![CDATA[Programación basada en bloques: Pensamiento computacional]]></kwd>
</kwd-group>
</article-meta>
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