Análisis bibliométrico de aplicaciones de realidad aumentada en estudiantes con TDAH: desafíos en educación 2011-2025

Francisco Xavier    Rivera-Lombeyda

doi:10.47606/ACVEN/PH0435

Authors

Francisco Xavier Rivera-Lombeyda Universidad Cesar Vallejo- Perú https://orcid.org/0000-0001-9934-0029

DOI:

https://doi.org/10.47606/ACVEN/PH0435

Keywords:

augmented reality, ADHD, bibliometrics, special education, educational technology

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) presents a significant challenge in education, particularly due to the attentional difficulties that compromise learning. In recent years, augmented reality (AR) has emerged as a promising technology to support students with ADHD through interactive and stimulating environments. The overall objective of this study was to conduct a bibliometric analysis of the scientific output related to the application of AR in students with ADHD during the period 2011–2025. A quantitative and descriptive methodology was employed, based on the analysis of metadata extracted from the Scopus database and processed using tools such as VOSviewer and Excel. The results revealed a still limited but growing body of scientific output, with a predominance of conference papers and a high impact in terms of citations in regions such as Latin America and Europe. Emerging topics such as “serious games,” “sustained attention,” and “extended reality” were identified. The findings suggest that AR is a tool with significant potential for the educational support of ADHD, although further longitudinal and collaborative research is needed to solidify the field.

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