Ingeniería de la colaboración y realidad aumentada en la atención de niños con TDAH: revisión sistemática de requisitos de diseño
Palabras clave:
Ingeniería de Colaboración, Realidad Aumentada, TDAH, Aprendizaje colaborativo, Juegos serios, requisitos de software, arquitectura de software, Tecnología EducativaBarra lateral del artículo
Contenido principal del artículo
Objetivo: revisar sistemáticamente la literatura sobre estrategias colaborativas para mejorar la atención —con y sin realidad aumentada (RA)— en niños con Trastorno por Déficit de Atención e Hiperactividad (TDAH), con el fin de derivar requisitos de diseño y directrices arquitectónicas para la ingeniería de sistemas colaborativos de RA.
Metodología: revisión sistemática realizada conforme a las normas PRISMA 2020 y a las directrices para revisiones sistemáticas en ingeniería de software. Se aplicaron cadenas de búsqueda booleanas en Scopus, IEEE Xplore, Google Scholar y Consensus.app (2015–2026), clasificando los resultados en seis categorías temáticas y realizando una síntesis narrativa estructurada según las directrices SWiM.
Resultados: de los 276 registros identificados, se incluyeron 58 estudios. Las estrategias colaborativas mejoran la atención en niños con TDAH (d = −0,33). La evidencia específica sobre RA es consistente en cuanto a su dirección —superioridad frente a métodos tradicionales en poblaciones con necesidades especiales e intervenciones validadas en lectura, cognición y juego—, aunque de naturaleza predominantemente cualitativa y piloto; la evidencia sobre RV, incluida como límite superior de la dimensión inmersiva, alcanza una d = −1,05.
Conclusiones: la intersección entre la ingeniería de la colaboración, la RA y el TDAH constituye una brecha de investigación aún abierta. Los requisitos derivados proporcionan una base de ingeniería trazable para el diseño de aplicaciones colaborativas de RA multiusuario dirigidas a esta población.
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