A Meta-analysis of Multimodal Learning Analytics in Special Education

The study employed a meta-analytic approach to review and analyze the experimental and quasi-experimental research on the application of multimodal technologies in the field of special education abroad over the past two decades, exploring the effects of multimodal technologies on special populations. The results of the meta-analysis indicate that multimodal technologies generally have a positive moderate effect on the learning and development of special populations. There are differences in the impact of multimodal technologies on the learning and development outcomes of special populations under different moderating variables (such as the type of disability of the special population, the application scenarios of multimodal technologies, and the quantity and types of multimodality), and all have moderating effects. In the future, more attention should be paid to the positive impact of multimodal technologies on the development of special populations with different types of disabilities. Appropriate multimodal technologies should be flexibly selected and applied based on different types of disabilities and application scenarios, to construct more targeted high-quality resources and methods for the learning and development of special populations.