<?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>1646-9895</journal-id>
<journal-title><![CDATA[RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação]]></journal-title>
<abbrev-journal-title><![CDATA[RISTI]]></abbrev-journal-title>
<issn>1646-9895</issn>
<publisher>
<publisher-name><![CDATA[AISTI - Associação Ibérica de Sistemas e Tecnologias de Informação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1646-98952025000100072</article-id>
<article-id pub-id-type="doi">10.17013/risti.57.72-84</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Realidad aumentada y educación inclusiva para la comunidad sorda: Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Augmented reality and inclusive education for the deaf community: A systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela-Romero]]></surname>
<given-names><![CDATA[Rita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera-Alcázar]]></surname>
<given-names><![CDATA[Miryam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Córdova]]></surname>
<given-names><![CDATA[Florencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de San Agustín de Arequipa  ]]></institution>
<addr-line><![CDATA[Arequipa ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de San Agustín de Arequipa  ]]></institution>
<addr-line><![CDATA[Arequipa ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,La Universidad Nacional de Moquegua  ]]></institution>
<addr-line><![CDATA[Moquegua ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<numero>57</numero>
<fpage>72</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S1646-98952025000100072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S1646-98952025000100072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S1646-98952025000100072&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La realidad aumentada (RA) ha surgido como una innovadora tecnología con el potencial de revolucionar la enseñanza de la lengua de señas, ofreciendo una experiencia educativa más interactiva, inmersiva y accesible. Este artículo pretende mostrar el análisis de estudios previos sobre el uso de la RA en la instrucción de la lengua de señas, destacando tanto los beneficios como los retos que presenta. A través de una revisión sistemática de la literatura, se evaluaron estudios relevantes, seleccionándose los que cumplían con las preguntas de investigación, criterios de inclusión y exclusión, y disponían del texto completo para ser evaluados. Del total de trabajos examinados el 70% de las aplicaciones de RA fueron programadas específicamente para este propósito. Uno de los mayores beneficios del uso de la RA en la enseñanza de la lengua de señas es la colaboración inclusiva y no solo una herramienta en procesos educativos para la comunidad sorda.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Augmented reality (AR) has emerged as an innovative technology with the potential to revolutionize sign language teaching, offering a more interactive, immersive and accessible educational experience. This article aims to identify and analyze previous studies on the use of AR in sign language instruction, highlighting both the benefits and challenges it presents. Through a systematic review of the literature, relevant studies were evaluated, selecting those that met the research questions, inclusion and exclusion criteria, and had the full text available to be evaluated. Of the total works examined, 70% of the AR applications were programmed specifically for this purpose. One of the greatest benefits of using AR in sign language teaching is inclusive collaboration, not just a tool in educational processes for the deaf community.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Realidad aumentada (RA)]]></kwd>
<kwd lng="es"><![CDATA[diseño de aplicaciones RA]]></kwd>
<kwd lng="es"><![CDATA[innovación tecnológica en RA]]></kwd>
<kwd lng="es"><![CDATA[colaboración y tecnologías inmersivas para personas sordas]]></kwd>
<kwd lng="en"><![CDATA[Augmented reality (AR)]]></kwd>
<kwd lng="en"><![CDATA[AR application design]]></kwd>
<kwd lng="en"><![CDATA[technological innovation in AR]]></kwd>
<kwd lng="en"><![CDATA[collaboration and immersive technologies for deaf people]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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