Can digital assistive technology interventions foster well-being among students with disabilities? A meta-analytic review

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review Pub Date : 2025-09-04 DOI:10.1016/j.edurev.2025.100729

Feifan Pang , Jesus Alfonso D. Datu

{"title":"Can digital assistive technology interventions foster well-being among students with disabilities? A meta-analytic review","authors":"Feifan Pang , Jesus Alfonso D. Datu","doi":"10.1016/j.edurev.2025.100729","DOIUrl":null,"url":null,"abstract":"<div><div>Assistive technology (AT) is important in supporting students with disabilities. Previous reviews have summarized the effectiveness of AT interventions for enhancing academic performance and career growth of students with special needs. However, limited reviews have focused on AT's impact on well-being outcomes. This meta-analytic review summarized the effects of digital AT interventions on well-being of students with diverse types of disabilities. A total of 26 between-group studies were identified through extensive literature search, which produced 77 independent effect sizes. After removing outliers, the three-level meta-analysis yielded an overall statistically significant effect of g = 0.39 (SE = 0.18). Subgroup analyses showed that digital AT interventions were less effective for secondary school students than non-secondary school students. There was no evidence to support publication bias in this review. Findings indicate that digital AT can serve as a pathway toward cultivating well-being in children and adolescents with disabilities.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100729"},"PeriodicalIF":10.6000,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X25000661","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Assistive technology (AT) is important in supporting students with disabilities. Previous reviews have summarized the effectiveness of AT interventions for enhancing academic performance and career growth of students with special needs. However, limited reviews have focused on AT's impact on well-being outcomes. This meta-analytic review summarized the effects of digital AT interventions on well-being of students with diverse types of disabilities. A total of 26 between-group studies were identified through extensive literature search, which produced 77 independent effect sizes. After removing outliers, the three-level meta-analysis yielded an overall statistically significant effect of g = 0.39 (SE = 0.18). Subgroup analyses showed that digital AT interventions were less effective for secondary school students than non-secondary school students. There was no evidence to support publication bias in this review. Findings indicate that digital AT can serve as a pathway toward cultivating well-being in children and adolescents with disabilities.

查看原文本刊更多论文

数字辅助技术干预能否促进残疾学生的福祉？元分析综述

辅助技术（AT）在支持残疾学生方面很重要。以往的研究总结了AT干预对提高有特殊需要学生的学习成绩和职业发展的有效性。然而，有限的评论集中在AT对幸福结果的影响上。本荟萃分析综述了数字AT干预对不同类型残疾学生幸福感的影响。通过广泛的文献检索，共确定了26个组间研究，产生了77个独立的效应量。在剔除异常值后，三水平荟萃分析得出总体统计学显著效应g = 0.39 （SE = 0.18）。亚组分析显示，与非中学生相比，数字AT干预对中学生的效果较差。本综述没有证据支持发表偏倚。研究结果表明，数字AT可以作为培养残疾儿童和青少年幸福感的途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.40

自引率

0.90%

发文量

审稿时长

57 days

期刊介绍： Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.