Hypothes.is: Digital Accessibility for High Abilities Students

Abstract

This article analyzes the potential of the digital annotation tool Hypothes.is for students with High Abilities/Giftedness in the educational context. Considering the need for more inclusive and challenging pedagogical practices, it investigates how this technology can foster an enriching learning experience for this population, which demands in-depth content, intellectual challenges, and qualified interaction. The research is based on a document analysis of the functionalities of Hypothes.is and the mapping of the main educational needs of students with High Abilities/Giftedness, seeking to identify its suitability for stimulating autonomy, critical thinking, and collaborative learning. The expected findings indicate that the tool can contribute to making education more dynamic and engaging, expanding students' cognitive repertoire and enabling greater active participation in the educational process. Furthermore, it highlights the scarcity of studies on the use of Hypothes.is in education, which evidences the need for future research that explores its applicability in different pedagogical contexts.