THE USE OF TECHNOLOGY IN TEACHING PHYSICS TO STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEW
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 phys...
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Institute for Digitalisation of Education of the NAES of Ukraine
2024-12-01
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| Series: | Інформаційні технології і засоби навчання |
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| Online Access: | https://journal.iitta.gov.ua/index.php/itlt/article/view/5756 |
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| author | Frank Angelo Pacala |
| author_facet | Frank Angelo Pacala |
| author_sort | Frank Angelo Pacala |
| collection | DOAJ |
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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.
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| format | Article |
| id | doaj-art-b15fe74b691a422a8cd6a4a096390947 |
| institution | Kabale University |
| issn | 2076-8184 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Institute for Digitalisation of Education of the NAES of Ukraine |
| record_format | Article |
| series | Інформаційні технології і засоби навчання |
| spelling | doaj-art-b15fe74b691a422a8cd6a4a0963909472025-02-07T18:58:18ZengInstitute for Digitalisation of Education of the NAES of UkraineІнформаційні технології і засоби навчання2076-81842024-12-01104610.33407/itlt.v104i6.5756THE USE OF TECHNOLOGY IN TEACHING PHYSICS TO STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEWFrank Angelo Pacala0https://orcid.org/0000-0001-5774-0008University of San Carlos Cebu City, Philippines 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. https://journal.iitta.gov.ua/index.php/itlt/article/view/5756systematic reviewPRISMAstudent with disabilityphysics teachingeducational technology |
| spellingShingle | Frank Angelo Pacala THE USE OF TECHNOLOGY IN TEACHING PHYSICS TO STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEW Інформаційні технології і засоби навчання systematic review PRISMA student with disability physics teaching educational technology |
| title | THE USE OF TECHNOLOGY IN TEACHING PHYSICS TO STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEW |
| title_full | THE USE OF TECHNOLOGY IN TEACHING PHYSICS TO STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEW |
| title_fullStr | THE USE OF TECHNOLOGY IN TEACHING PHYSICS TO STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEW |
| title_full_unstemmed | THE USE OF TECHNOLOGY IN TEACHING PHYSICS TO STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEW |
| title_short | THE USE OF TECHNOLOGY IN TEACHING PHYSICS TO STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEW |
| title_sort | use of technology in teaching physics to students with disabilities a systematic review |
| topic | systematic review PRISMA student with disability physics teaching educational technology |
| url | https://journal.iitta.gov.ua/index.php/itlt/article/view/5756 |
| work_keys_str_mv | AT frankangelopacala theuseoftechnologyinteachingphysicstostudentswithdisabilitiesasystematicreview AT frankangelopacala useoftechnologyinteachingphysicstostudentswithdisabilitiesasystematicreview |