PERSPECTIVE article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1554314
This article is part of the Research TopicThe use of video games and other technologies as intervention tools in neurodevelopmental disorders: perspectives and challengesView all 4 articles
Breaking Barriers in Education: Leveraging 3E Cognition and Technology to Foster Inclusion for SEN Students
Provisionally accepted
Ronnie Videla1*
Francisco J. Parada2
May Britt Aros3
Paola Ramírez4
Alexis Sarzosa1
Daniela Jorquera3Camila Palma1Alline Trujillo1David Ibacache1María Jesús González3
Andri Velásquez1Karelia Muñoz1Marco Barraza5- 1Santo Tomás University, Santiago, Chile
- 2Diego Portales University, Santiago, Santiago Metropolitan Region (RM), Chile
- 3Catholic University of the North, Antofagasta, Antofagasta, Chile
- 4Faculty of Basic Sciences, Catholic University of Maule, Talca, Chile
- 5University of La Serena, La Serena, IV Coquimbo Region, Chile
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Advances in embodied design highlight the interconnection between the brain, body, and environment in shaping learning experiences, emphasizing the potential of multimodal perception in enriched sociomaterial and technological contexts. Despite growing evidence in this area, traditional educational systems remain anchored in transmissive and cognitivist models, perpetuating barriers to equitable learning, particularly for students with special educational needs (SEN), such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Specific Learning Disabilities (SLD). In response to these challenges, post-cognitivist frameworks, including embodied, enactive, and environmentally scaffolded cognition (3E) offer foundational insights for rethinking inclusive educational design. This perspective article explores the role of active teaching methodologies and innovative technologies in shaping a holistic framework to support inclusive learning design. This framework leverages immersive technologies, mobile applications, and artificial intelligence to scaffold multimodal learning experiences that meet the diverse needs of students with SEN. Through a proof-of-concept based on illustrative cases, this article presents a theoretical contribution to guide the design of inclusive and technology-supported learning environments aligned with the 3E approach, fostering engagement, equity, and personalized learning for students with SEN.
Keywords: 3E cognition, special educational needs, Gamification, project-based learning, immersive technologies, Mobile learning, artificial intelligence
Received: 02 Jan 2025; Accepted: 21 Apr 2025.
Copyright: © 2025 Videla, Parada, Aros, Ramírez, Sarzosa, Jorquera, Palma, Trujillo, Ibacache, Jesús González, Velásquez, Muñoz and Barraza. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Ronnie Videla, Santo Tomás University, Santiago, Chile
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