Fostering Motivation: Exploring the Impact of ICTs on the Learning of Students with Autism
Abstract
:1. Introduction
2. Theoretical Framework
3. Methods
3.1. Search Strategy
3.2. Inclusion and Exclusion Criteria
3.3. Methodological Quality Assessment
3.4. Data Selection and Extraction
4. Results
- Driving Themes: These are characterised by being solidly developed areas in the field, being fundamental for the organisation of the topic of study. In the thematic map, these prominent themes are located in the upper right quadrant, highlighting their importance and centrality.
- Core Themes: These are of great relevance, although they have not yet reached full development in the research field. They are placed in the lower right quadrant, indicating their potential importance and the need for further development.
- Emerging or Declining Themes: These are characterised by low density and centrality, representing areas that are emerging or experiencing a decline in research. They are located in the lower left quadrant, indicating their position in the research spectrum.
- Niche Themes: These have high density but low centrality, being highly specialised and peripheral areas in the field of study. These unique themes are found in the upper left quadrant, indicating their specialisation and relative separation from the central core of the research.
5. Discussion
6. Conclusions
6.1. Limitations
6.2. Recommendations for Practitioners and Researchers
- Prioritise Digital Skills Training:
- Overcoming Technological Barriers:
- Foster Interdisciplinary Collaborations:
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Nº | Search Strategy |
---|---|
#1 | (“ASD” AND “ICT” AND “Motivation”) OR (“TEA” AND “TIC” AND “Motivación”) |
#2 | (“ASD” AND “Technology” AND “Motivation”) OR (“TEA” AND “Tecnología” AND “Motivación”) |
#3 | (“Autism” AND “ICT” AND “Motivation”) OR (“Autismo” AND “TIC” AND “Motivación”) |
#3 | (“Autism” AND “Technology” AND “Motivation”) OR (“Autismo” AND “Tecnología” AND “Motivación”) |
PICoS Strategy | Inclusion Criteria | Exclusion Criteria |
---|---|---|
Population | Indexed in Web of Science, Dialnet or Scopus | Publication not indexed in these three databases |
Scientific article published in a peer-reviewed journal | Not an article published in a scientific journal | |
Published between 2014 and 2023 | Published before 2014 | |
Articles published in English or Spanish | Article published in a language other than English or Spanish | |
Phenomenon of interest | Analyses the impact of ICTs on the motivation of learners with ASD | Does not analyse the impact of ICTs on the motivation of students with ASD |
Context | Focuses on the field of education | Does not focus on the field of education |
Study design | Empirical research | Not empirical research |
Checklist | Yes (1 Point) | No (0 Point) |
---|---|---|
Is the aim of the research clearly specified? | ✓ | X |
Is the participant sample students with ASD? | ✓ | X |
Are the instruments used for data collection appropriate? | ✓ | X |
Are the results obtained useful for the scientific community? | ✓ | X |
Are the authors’ conclusions based on the data analysed? | ✓ | X |
Are recommendations made for future research? | ✓ | X |
Are the limitations of the research included? | ✓ | X |
Author | Year | Methodology | Results |
---|---|---|---|
McEwen [33] | 2014 | Quantitative | The use of tactile technologies (iPod) favours communication, motivation, attention of students with ASD |
Stockall and Dennis [34] | 2014 | Qualitative | The use of technology promotes motivation and empowerment of students with ASD. |
Hochhauser et al. [35] | 2015 | Qualitative | The application of video modelling supports the competence and intrinsic motivation of students with ASD. |
Parsons [36] | 2015 | Quantitative | A virtual reality game can improve the skills and motivation of these students. |
Kamaruzaman et al. [37] | 2016 | Qualitative | Touchscreen technology enhances learning for students with ASD |
Rani et al. [38] | 2016 | Qualitative | Mobile technology is beneficial for motivation and participation of students with ASD |
Brodhead et al. [39] | 2017 | Qualitative | Video-based technology provides benefits for students with ASD |
Espósito et al. [40] | 2017 | Qualitative | The use of tablet applications increases the cognitive and social skills of students with autism. |
Sankardas and Rajanahally [41] | 2017 | Qualitative | The use of electronic devices (iPad) in the classroom promotes motivation and communication of students with ASD. |
Sahin et al. [42] | 2018 | Quantitative | Assistive technologies show improvement in communication and motivation of students with ASD |
Eden et al. [43] | 2019 | Quantitative | The iPad is a useful tool to promote the teaching of students with ASD, but training is lacking. |
Tuedor et al. [44] | 2019 | Quantitative | Reading support software supports the participation and motivation of students with ASD. |
Worthington [45] | 2019 | Quantitative | Technologies favour students with autism |
Wright et al. [46] | 2019 | Quantitative | Three-dimensional technology favours learning and motivation of students with autism, but there is a lack of training. |
Faria et al. [47] | 2020 | Quantitative | AI-based interactive games promote concentration and motivation. |
Khamparia et al. [48] | 2020 | Qualitative | The use of interactive learning environments enhances the learning process and motivation of students. |
Mosher and Carreon [49] | 2021 | Qualitative | The use of augmented reality has potential to improve the social skills and motivation of students with ASD. |
Laurie et al. [50] | 2022 | Qualitative | Robotic toys create different opportunities for autistic learners |
Lledó et al. [51] | 2022 | Quantitative | The use of augmented reality has the potential to enhance the development of activities and motivation of students with ASD. |
Wu et al. [52] | 2022 | Qualitative | Augmented reality favours social interaction and motivation of children with ASD |
Gevarter et al. [53] | 2023 | Qualitative | The use of augmentative alternative communication through games favours the development of skills. |
Mazon et al. [54] | 2023 | Qualitative | Intelligent tutoring improves mathematical skills and motivation of students with ASD |
McGuinty et al. [55] | 2023 | Qualitative | Virtual and interactive technology promotes emotional regulation of students with ASD |
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Fernández-Batanero, J.M.; Montenegro-Rueda, M.; Fernández-Cerero, J.; López-Meneses, E. Fostering Motivation: Exploring the Impact of ICTs on the Learning of Students with Autism. Children 2024, 11, 119. https://doi.org/10.3390/children11010119
Fernández-Batanero JM, Montenegro-Rueda M, Fernández-Cerero J, López-Meneses E. Fostering Motivation: Exploring the Impact of ICTs on the Learning of Students with Autism. Children. 2024; 11(1):119. https://doi.org/10.3390/children11010119
Chicago/Turabian StyleFernández-Batanero, José María, Marta Montenegro-Rueda, José Fernández-Cerero, and Eloy López-Meneses. 2024. "Fostering Motivation: Exploring the Impact of ICTs on the Learning of Students with Autism" Children 11, no. 1: 119. https://doi.org/10.3390/children11010119
APA StyleFernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & López-Meneses, E. (2024). Fostering Motivation: Exploring the Impact of ICTs on the Learning of Students with Autism. Children, 11(1), 119. https://doi.org/10.3390/children11010119