A Systematic Review of Single-Case Studies on EduTech-Based Mathematics Interventions for Students With Developmental Disabilities

This study aimed to examine the general trends and characteristics of single-case design studies on edutech-based mathematics interventions for students with developmental disabilities, as well as evaluate the methodological quality and effect sizes of these studies. A total of 49 studies (seven Korean studies and 42 international studies) were analyzed across four categories—including publication year, participant characteristics, research designs, and intervention features. The quality of the studies was assessed using established qualitative indicators, and effect sizes were calculated using the Tau-U method. The findings revealed that most studies targeted elementary and middle school students and were implemented within school settings. Multiple probe designs across participants were most commonly employed to evaluate the effectiveness of the interventions. The majority of edutech tools used were smart devices, with virtual manipulatives being the most frequently applied; these interventions were primarily focused on improving students’ computation skills. In terms of methodological quality, approximately 55% of the studies fully or partially met the standards set by the What Works Clearinghouse (WWC). The average effect size for studies that fully or partially met the WWC standards was 0.97, indicating a large overall effect of edutech-based mathematics interventions. Based on these findings, the study suggests future research directions for edutech-based mathematics interventions for students with developmental disabilities.