Logotipo del repositorio

La inteligencia artificial como apoyo en el aprendizaje de estudiantes con discapacidad visual

Vista sencilla de ítem
dc.contributor.advisorLópez Rendón , Sonia
dc.contributor.authorCampo Molina , Karol Daniela
dc.contributor.authorPinto Talero , Jesiica Lorena
dc.date.accessioned2026-06-02T19:30:39Z
dc.date.issued2025-11-19
dc.description.abstractLa discapacidad visual representa uno de los desafíos más significativos en el ámbito educativo contemporáneo, especialmente en Colombia donde cerca de dos millones de personas presentan esta condición. La inteligencia artificial ha surgido como tecnología transformadora, con gran potencial para transformar radicalmente la educación inclusiva. El objetivo de esta investigación caracteriza fueron las aplicaciones de inteligencia artificial en los procesos de enseñanza- aprendizaje de estudiantes con discapacidad visual. Se realizó una revisión sistemática de la literatura conforme a 16 artículos publicados entre 2020 y 2025 en español e inglés de manera equitativa, consultados en bases de datos académicos como Google Scholar, Springer, Redalyc, Scielo y ScienceDirect. Los hallazgos más sobresalientes identifican cinco tipos principales de aplicaciones: sistemas tutores inteligentes comandados por voz, plataformas de aprendizaje interactivo basadas en IA, asistentes digitales con reconocimiento de voz, herramientas de conversión de texto-voz y descripción inteligente de imágenes y tecnologías de generación instantánea de materiales táctiles. Las aplicaciones de IA constituyen un contexto tecnológico plural en donde se promueven principios de inclusión y autonomía de la práctica incorporando como diversas sub-disciplinas para dar respuesta al conjunto de necesidades de formación, sirviendo de base para desarrollar interfaces multimodales que compensan los límites visuales de una gran mayoría de los escolares con discapacidades, a través de la estimulación educativa auditiva , la estimulación táctil y la estimulación verbal.spa
dc.description.abstractenglishVisual impairment represents one of the most significant challenges in contemporary education, especially in Colombia, where nearly two million people have this condition. Artificial intelligence has emerged as a transformative technology with great potential to radically transform inclusive education. The objective of this research was to characterize the applications of artificial intelligence in the teaching and learning processes of students with visual impairments. A systematic literature review was conducted, examining 16 articles published between 2020 and 2025 in both Spanish and English, consulted in academic databases such as Google Scholar, Springer, Redalyc, SciELO, and ScienceDirect. The most salient findings identify five main types of applications: voice-controlled intelligent tutoring systems, AI-based interactive learning platforms, digital assistants with voice recognition, text-to-speech tools, intelligent image description, and technologies for the instant generation of tactile materials. AI applications constitute a plural technological context where principles of inclusion and autonomy of practice are promoted, incorporating various sub-disciplines to respond to the set of training needs, serving as a basis for developing multimodal interfaces that compensate for the visual limitations of a large majority of schoolchildren with disabilities, through auditory educational stimulation, tactile stimulation and verbal stimulation.spa
dc.description.tableofcontentsTabla de Contenidos Resumen. 4 Capítulo 1. Introducción. 5 Descripción del contexto general del tema. 6 Planteamiento del problema 7 Pregunta de investigación. 8 Objetivo general. 8 Objetivos específicos. 8 Justificación. 8 Capítulo 2. Marco de referencia. 11 Marco teórico. 14 Marco Empírico. 17 Capítulo 3. Metodología. 18 Tipo y diseño de investigación. 18 Estrategia del análisis de datos. 19 Consideraciones éticas. 20 Capítulo 4. Resultados. 21 Discusión. 25 Conclusiones. 28 Recomendaciones. 31 Referencias bibliográficas 32spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Politécnico Grancolombianospa
dc.identifier.reponamereponame:Alejandría Repositorio Comunidadspa
dc.identifier.repourlrepourl:http://alejandria.poligran.edu.cospa
dc.identifier.urihttps://hdl.handle.net/10823/8238
dc.language.isospaspa
dc.publisher.facultyFacultad de Sociedad, Cultura y Creatividadspa
dc.publisher.programPsicologíaspa
dc.relation.referencesAckland, P., Resnikoff, S., & Bourne, R. (2018). World blindness and visual impairment: despite many successes, the problem is growing. Community eye health, 30(100), 71. https://pmc.ncbi.nlm.nih.gov/articles/PMC5820628/spa
dc.relation.referencesAhmad Najmee, N. A., Mohammed, Z., Rahman, M. H. A., Fadzil, N. M., & Ludin, A. F. M. (2024). Optimizing classroom environments for visually impaired school children a scoping review protocol. PLoS One, 19(10), e0308149. https://pmc.ncbi.nlm.nih.gov/articles/PMC11486386/spa
dc.relation.referencesAlvarado-Salazar, R., & Izquierdo, J. L. (2022). Revisión de la literatura sobre el uso de Inteligencia Artificial enfocada a la atención de la discapacidad visual. InGenio Journal: La revista de la Facultad de Ciencias de la Ingeniería de la UTEQ, 5(1), 10-21. https://dialnet.unirioja.es/servlet/articulo?codigo=8377711spa
dc.relation.referencesAmerican Foundation for the Blind. (2024). Statistical snapshots from the American Foundation for the Blind. https://www.afb.org/research-and-initiatives/statisticsspa
dc.relation.referencesAmin, A. S. (2021). Main Challenges of Students with Visual Impairment at Higher Education Institutions, 738-739. Retrieved October, 9, 2021. https://www.researchgate.net/publication/351433527_Main_Challenges_of_Students_with_Visual_Impairment_at_Higher_Education_Institutionsspa
dc.relation.referencesArias, E. (2024). Inteligencia Artificial como medio de inclusión para personas con discapacidad en nivel primario [Trabajo Final Integrador, Universidad de Flores]. https://repositorio.uflo.edu.ar/server/api/core/bitstreams/7faae09f-bbe0-4829-a7b2-2b666e433f4e/contentspa
dc.relation.referencesAtkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of Learning and Motivation, 2, 89-195. https://doi.org/10.1016/S0079-7421(08)60422-3spa
dc.relation.referencesAvilés, C. (2025). Inteligencia artificial (IA) para la inclusión educativa de estudiantes con discapacidad visual. Prospherus, 2(2), 738-765. https://prospherus.com/index.php/files/article/view/71spa
dc.relation.referencesBaddeley, A. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 63, 1-29. https://doi.org/10.1146/annurev-psych-120710-100422spa
dc.relation.referencesBaddeley, A. (2021). Developing the concept of working memory: The role of neuropsychology. Archives of Clinical Neuropsychology, 36(6), 861-873. https://doi.org/10.1093/arclin/acab060spa
dc.relation.referencesBaddeley, A. D., & Hitch, G. (1974). Working memory. Psychology of Learning and Motivation, 8, 47-89. https://doi.org/10.1016/S0079-7421(08)60452-1spa
dc.relation.referencesBandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.spa
dc.relation.referencesBandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.spa
dc.relation.referencesBandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1spa
dc.relation.referencesBond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., ... & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International journal of educational technology in higher education, 21(1), 4. https://doi.org/10.1186/s41239-023-00436-zspa
dc.relation.referencesBoland, A., Cherry, M. G., & Dickson, R. (2017). Doing a systematic review: A student's guide (2nd ed.). SAGE Publications.spa
dc.relation.referencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oaspa
dc.relation.referencesCowan, N. (2014). Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26(2), 197-223. https://doi.org/10.1007/s10648-013-9246-yspa
dc.relation.referencesCrompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International journal of educational technology in higher education, 20(1), 22. https://link.springer.com/article/10.1186/S41239-023-00392-8spa
dc.relation.referencesCruz, E. (2020). Implementación de un asistente basado en inteligencia artificial para ambientes de aprendizaje de niños con discapacidad visual (Doctoral dissertation, Benemérita Universidad Autónoma de Puebla (BUAP)). https://repositorioinstitucional.buap.mx/items/867383f6-5f9e-4e0c-9a30-eeac384f6966spa
dc.relation.referencesElshaer, I. A., AlNajdi, S. M., & Salem, M. A. (2025). Sustainable AI Solutions for Empowering Visually Impaired Students: The Role of Assistive Technologies in Academic Success. Sustainability, 17(12), 5609. https://www.mdpi.com/2071-1050/17/12/5609spa
dc.relation.referencesFernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Assistive technology for the inclusion of students with disabilities: A systematic review. Education Sciences, 14(3), 322. https://link.springer.com/article/10.1007/s11423-022-10127-7spa
dc.relation.referencesFilipova, E. (2025). Enhancing Educational Accessibility for Visually Impaired Individuals through Artificial Intelligence: Challenges and Opportunities. International Journal of Computer Applications, 975, 8887. https://www.ijcaonline.org/archives/volume186/number67/enhancing-educational-accessibility-for-visually-impaired-individuals-through-artificial-intelligence-challenges-and-opportunities/spa
dc.relation.referencesFitas, R. (2025). Inclusive Education with AI: Supporting Special Needs and Tackling Language Barriers. arXiv preprint arXiv:2504.14120. https://doi.org/10.1007/s43681-025-00824-3spa
dc.relation.referencesFlavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906spa
dc.relation.referencesFreire, M. E. A., Gamboa, J. C. M., & Arboleda, J. V. M. (2025). Impacto de la discapacidad visual en el ecuador. Ciencia & Turismo, 4(1), 45-61. https://cienciayturismo.org/index.php/cienciayturismo/article/view/58/138spa
dc.relation.referencesGadiraju, V., Doyle, O., & Kane, S. (2021). Exploring technology design for students with vision impairment in the classroom and remotely. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1-13). https://doi.org/10.1145/3411764.3445755spa
dc.relation.referencesGarcía, E. (2024). Tecnologías de asistencia para la accesibilidad académica de personas con ceguera en el nivel superior. Revista latinoamericana ogmios, 4(9), 79-92. https://idicap.com/ojs/index.php/ogmios/article/view/290spa
dc.relation.referencesGiansanti, D., & Pirrera, A. (2025). Integrating AI and assistive technologies in healthcare: Insights from a narrative review of reviews. In Healthcare (Vol. 13, No. 5, p. 556). https://pmc.ncbi.nlm.nih.gov/articles/PMC11898476/spa
dc.relation.referencesGibson, R. ( 10 de septiembre de 2024). The impact of AI in advancing accessibility for learners with disabilities. EDUCAUSE Review. https://er.educause.edu/articles/2024/9/the-impact-of-ai-in-advancing-accessibility-for-learners-with-disabilitiesspa
dc.relation.referencesGranda, S. A. C., Jumbo, F. C. E., Zapata, J. A. E., & Jimenez, M. M. P. (2024). Estrategias didácticas para la inserción de la tecnología en la educación. Revista Social Fronteriza, 4(3), e43286-e43286. https://www.revistasocialfronteriza.com/ojs/index.php/rev/article/view/286spa
dc.relation.referencesGrant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.xspa
dc.relation.referencesGruszczynska, A., Nahorski, Z., & Saeed, K. (2025). A method and semi-automated AI tool supporting tutors in preparing audio-tactile exercises for blind students. Lecture Notes in Computer Science, 14885, 119-128. https://doi.org/10.1007/978-3-031-98281-1_9spa
dc.relation.referencesHassen, A. (2015). Teaching students with visual impairments in inclusive classrooms. Academia.edu. https://www.academia.edu/29841393/Teaching_Students_with_Visual_Impairments_in_Inclusive_Classroomsspa
dc.relation.referencesHayes, C., & Proulx, M. J. (2024). Turning a blind eye? Removing barriers to science and mathematics education for students with visual impairments. British Journal of Visual Impairment, 42(2), 544-556. https://journals.sagepub.com/doi/10.1177/02646196221149561spa
dc.relation.referencesHill, A., & Huang, M. (27 de marzo de 2025). Blindness statistics 2025. Vision Center. https://www.visioncenter.org/resources/blindness-facts/spa
dc.relation.referencesInstituto Nacional para Ciegos. (2020). Los ciegos en el Censo 2018. INCI. https://www.inci.gov.co/blog/los-ciegos-en-el-censo-2018spa
dc.relation.referencesKawulok, M., Maćkowski, M., & Rosiak, M. (2025). A Method and Semi-automated AI Tool Supporting Tutors in Preparing Audio-Tactile Exercises for Blind Students. In International Conference on Intelligent Tutoring Systems (pp. 116-130). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-98281-1_9spa
dc.relation.referencesKitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering (Technical Report EBSE-2007-01). https://legacyfileshare.elsevier.com/promis_misc/525444systematicreviewsguide.pdfspa
dc.relation.referencesLavric, A., Beguni, C., Zadobrischi, E., Căilean, A. M., & Avătămăniței, S. A. (2024). A comprehensive survey on emerging assistive technologies for visually impaired persons: Lighting the path with visible light communications and artificial intelligence innovations. Sensors, 24(15), 4834. https://www.mdpi.com/1424-8220/24/15/4834spa
dc.relation.referencesLe Fanu, G., Schmidt, E., & Virendrakumar, B. (2022). Inclusive education for children with visual impairments in sub-Saharan Africa: Realising the promise of the Convention on the Rights of Persons with Disabilities. International Journal of Educational Development, 91, 102574. https://www.sciencedirect.com/science/article/pii/S0738059322000244spa
dc.relation.referencesLoh, L., Prem-Senthil, M., & Constable, P. A. (2023). A systematic review of the impact of childhood vision impairment on reading and literacy in education. Journal of optometry, 17(2), 100495. https://pmc.ncbi.nlm.nih.gov/articles/PMC10641537/spa
dc.relation.referencesMartínez, M., & Lagunes, V. (2022). Asistentes Digitales: Hacia la accesibilidad de personas con discapacidad visual en plataformas educativas. https://www.researchgate.net/publication/377805538_Asistentes_Digitales_Hacia_la_accesibilidad_de_personas_con_discapacidad_visual_en_plataformas_educativasspa
dc.relation.referencesMcLeod, S. (2025). Zone of proximal development and scaffolding. Simply Psychology. https://www.simplypsychology.org/zone-of-proximal-development.htmlspa
dc.relation.referencesMelo-López, V. A., Basantes-Andrade, A., Gudiño-Mejía, C. B., & Hernández-Martínez, E. (2025). The Impact of Artificial Intelligence on Inclusive Education: A Systematic Review. Education Sciences, 15(5), 539. https://www.mdpi.com/2227-7102/15/5/539spa
dc.relation.referencesMilbergs, K. (11 de agosto de 2023). 30 key web accessibility statistics. Accessibly. https://accessiblyapp.com/blog/web-accessibility-statistics/spa
dc.relation.referencesMiles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications. https://www.metodos.work/wp-content/uploads/2024/01/Qualitative-Data-Analysis.pdfspa
dc.relation.referencesMinisterio de Salud. (1993). Resolución 8430 de 1993. Por la cual se establecen las normas científicas, técnicas y administrativas para la investigación en salud. https://www.minsalud.gov.co/sites/rid/lists/bibliotecadigital/ride/de/dij/resolucion-8430-de-1993.pdfspa
dc.relation.referencesMiyauchi, H. (2020). A systematic review on inclusive education of students with visual impairment. Education sciences, 10(11), 346.https://doi.org/10.3390/educsci10110346spa
dc.relation.referencesNaayini, P., Myakala, P. K., Bura, C., Jonnalagadda, A. K., & Kamatala, S. (2025). Ai-powered assistive technologies for visual impairment. arXiv preprint arXiv:2503.15494. https://arxiv.org/abs/2503.15494spa
dc.relation.referencesPaas, F., & Sweller, J. (2011). An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24(1), 27-45. https://doi.org/10.1007/s10648-011-9179-2spa
dc.relation.referencesPanadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422spa
dc.relation.referencesRodríguez, A., & Velázquez, F. (2022). Impulsando la inclusión y la innovación en la educación: un enfoque personalizado para el aprendizaje de estudiantes con discapacidad visual. Revista UNAH INNOV@, (11), 35-39. https://camjol.info/index.php/UNAHINNOV/article/view/17517spa
dc.relation.referencesSánchez-Meca, J., & Botella, J. (2010). Revisiones sistemáticas y meta-análisis: Herramientas para la práctica profesional. Papeles del Psicólogo, 31(1), 7-17.spa
dc.relation.referencesSchraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307spa
dc.relation.referencesSchunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832spa
dc.relation.referencesShabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English Language Teaching, 3(4), 237-248. https://doi.org/10.5539/elt.v3n4p237spa
dc.relation.referencesShoaib, M., Jiang, S., Jin, L., Fitzpatrick, D., & Pitt, I. (2023). An artificial intelligence-based interactive learning platform to assist visually impaired children in learning mathematics. In International Conference on Human-Computer Interaction (pp. 366-373). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-35992-7_51spa
dc.relation.referencesShoaib, M., Fitzpatrick, D., & Pitt, I. (2023). Assistive technology-based solutions in learning mathematics for visually-impaired people: exploring issues, challenges and opportunities Multimedia Tools and Applications, 82(29), 46153-46184. https://doi.org/10.1007/s11042-023-17409-zspa
dc.relation.referencesSweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4spa
dc.relation.referencesSweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. https://doi.org/10.1007/978-1-4419-8126-4spa
dc.relation.referencesTsouktakou, A., Hamouroudis, A., & Horti, A. (2024). The use of artificial intelligence in the education of people with visual impairment. World Journal of Advanced Engineering Technology and Sciences, 13(1), 734-744. https://www.researchgate.net/publication/384898608_The_use_of_artificial_intelligence_in_the_education_of_people_with_visual_impairmentspa
dc.relation.referencesVera, G., & Gámez, M. (2024). Tecnología adaptativa y personalización del aprendizaje para personas con discapacidad visual de la básica superior: Adaptative technology and personalization of learning for the visually impaired in the basic high School. Boletín Científico Ideas y Voces, 4(3), ág-204. https://ciciap.org/ideasvoces/index.php/BCIV/article/view/170spa
dc.relation.referencesVoultsiou, E., & Moussiades, L. (2025). A systematic review of AI, VR, and LLM applications in special education: Opportunities, challenges, and future directions. Education and Information Technologies, 1-41. https://link.springer.com/article/10.1007/s10639-025-13550-4#citeasspa
dc.relation.referencesVygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Pressspa
dc.relation.referencesWalter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1), 15. https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-024-00448-3spa
dc.relation.referencesWang, J., Wang, S., & Zhang, Y. (2023). Artificial intelligence for visually impaired. Displays, 77, 102391. https://www.sciencedirect.com/science/article/pii/S0141938223000240spa
dc.relation.referencesWang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z. (2024). Artificial intelligence in education: A systematic literature review. Expert Systems with Applications, 252, 124167. https://www.sciencedirect.com/science/article/pii/S0957417424010339spa
dc.relation.referencesWu, H., Yang, H., Chang, F., Zhu, D., & Liu, Z. (2025). AI-generated tactile graphics for visually impaired children: A usability study of a multimodal educational product. International Journal of Human-Computer Studies, 103525. https://www.sciencedirect.com/science/article/abs/pii/S1071581925000825spa
dc.relation.referencesZawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators?. International journal of educational technology in higher education, 16(1), 1-27. https://link.springer.com/article/10.1186/S41239-019-0171-0spa
dc.relation.referencesZimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Routledge. https://psycnet.apa.org/record/2011-12365-000spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 2.5 Colombiaspa
dc.subject.keywordsVisual impairmentspa
dc.subject.keywordsArtificial intelligencespa
dc.subject.keywordsTeaching and learningspa
dc.subject.lembInteligencia artificial
dc.subject.lembAccesibilidad y autonomía en el aprendizaje
dc.subject.lembAplicaciones Tecnológicas - Personas con discapacidad
dc.subject.proposalDiscapacidad visual
dc.subject.proposalInteligencia artificial
dc.subject.proposalEnseñanza - aprendizaje
dc.titleLa inteligencia artificial como apoyo en el aprendizaje de estudiantes con discapacidad visual
dc.title.translatedArtificial Intelligence as a Support in the Learning of Students with Visual Impairmentsspa
dc.typebachelorThesis
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.coarversionhttp://purl.org/coar/version/c_b1a7d7d4d402bccespa
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa
dc.type.redcolhttps://purl.org/redcol/resource_type/TP
dc.type.versioninfo:eu-repo/semantics/draftspa

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
OPCION DE GRADO - DEFINITIVA.pdf
Tamaño:
404.43 KB
Formato:
Adobe Portable Document Format
Descripción:
Tesis de Pregrado
Descargar

Bloque de licencias

Mostrando 1 - 1 de 1
Miniatura
Nombre:
license.txt
Tamaño:
1.71 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar

Colecciones

Psicología