Department of Counseling, School Psychology, and Educational Leadership, Youngstown State University, Youngstown, Ohio, USA.
Assist Technol. 2020;32(1):23-30. doi: 10.1080/10400435.2018.1463575. Epub 2018 Jun 26.
Since the introduction of iPads in 2010, educators have been working to effectively incorporate this technology as a supplement to curriculum and a tool to increase student engagement and student achievement. The current investigation examines the effectiveness of iPad applications in supporting the instruction of students identified on the autism spectrum. Specifically, this investigation provides a meta-analysis of available research that examines the use of iPad technology and its impact on learning outcomes for students with autism. Four studies were found that provided results for groups of students. The findings of this research are based on 12 effect-size measures, representing a synthesized sample size of 99 participants. The results suggest that the use of iPad technology can have a positive, significant effect on student learning outcomes. The moderators of these positive outcomes are presented and discussed.
自 2010 年 iPad 问世以来，教育工作者一直在努力将其有效融入课程，作为提高学生参与度和学习成绩的工具。本研究考察了 iPad 应用程序在支持自闭症谱系学生教学方面的有效性。具体来说，本研究对现有的研究进行了荟萃分析，这些研究考察了 iPad 技术的使用及其对自闭症学生学习成果的影响。发现了四项为学生群体提供结果的研究。本研究的结果基于 12 个效应量，代表了 99 名参与者的综合样本量。结果表明，iPad 技术的使用对学生的学习成果有积极的、显著的影响。呈现并讨论了这些积极结果的调节因素。
