The use of technology in teaching physics to students with disabilities: a systematic review

- Pacala, Frank Angelo (orcid.org/0000-0001-5774-0008) (2024) The use of technology in teaching physics to students with disabilities: a systematic review Information Technologies and Learning Tools, 6 (104). pp. 53-66. ISSN 2076-8184

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Abstract

In recent years, incorporating technology into education for students with disabilities has significantly improved learning experiences and academic achievement. However, there remains a need for a deeper understanding of the most effective methods for using these technologies, particularly in physics education. This systematic review aims to consolidate research on the use of technology to support learning for students with disabilities, assess its effectiveness in improving educational outcomes, and identify areas for further study. The review focuses on the constructs, technological interventions, research gaps, limitations, and key findings from selected articles. The PRISMA framework was used to analyze research from databases, including EBSCO Host, Elsevier Science Direct, Emerald Insight, ProQuest, Google Scholar, ERIC, and Clarivate Analytics Web of Science. Out of 892 articles initially identified, 13 met the inclusion and exclusion criteria and validation from the experts. The most commonly studied disability was visual impairment, followed by intellectual disabilities. Most studies focused on learner achievement, with engagement and participation as secondary themes. The technologies used included assistive tools like web-based platforms, virtual and augmented reality (AR), and interactive learning systems. These adaptive technologies improved student involvement, social integration, and interest in science. Augmented reality, in particular, enhanced academic performance and knowledge retention, making it an effective tool for inclusive physics education. The findings indicate a growing trend towards integrating technology in inclusive education, emphasizing the role of personalized tools in improving accessibility and engagement for students with disabilities in physics.

Item Type:	Article
Keywords:	systematic review; PRISMA; student with disability; physics teaching; educational technology.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.5 Human-computer interaction. Man-machine interface. User interface. User environment > 004.58 User help Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.3 Виховання та освіта осіб із вадами зору, слуху, мови та нервовими захворюваннями. Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences > 53 Physics
Divisions:	Institute for Digitalisation of Education > Generic resouse
Depositing User:	Алла 1 Алла Почтарьова
Date Deposited:	14 Mar 2025 10:52
Last Modified:	14 Mar 2025 10:52
URI:	https://lib.iitta.gov.ua/id/eprint/744923

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