Technology-Mediated STEM Interventions for Students with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis

Authors

• Yingying Zeng, East China Normal University
• Di Liu, East China Normal University
• Yiwen Mao, East China Normal University
• Rui Kang, Georgia College & State University

Document Type

Article

Publication Date

5-27-2025

Publication Title

Exceptionality

Abstract

The scientific and technological advances in the 21st century necessitate the acquisition of STEM skills for all students in order to be successful in post-secondary education and the workforce, including students with autism spectrum disorder (ASD). Technology-mediated intervention has shown promise in improving the STEM skills of students with ASD. This meta-analysis aimed to provide a quantitative synthesis of single-case experimental studies of technology-mediated interventions on the STEM achievement of students with ASD. Forty-four studies were included, and the Tau-U effect size (ES) across studies ranged from 0.28 to 1.00, with an omnibus ES of 0.91 (CI95 = [0.86, 0.97]). Variables such as technological devices and STEM areas acted as moderators. Implications for research and practice are discussed.

Volume Number

33

Issue Number

3

First Page

179

Last Page

195

DOI

10.1080/09362835.2024.2409078

Recommended Citation

Zeng, Yingying; Liu, Di; Mao, Yiwen; and Kang, Rui, "Technology-Mediated STEM Interventions for Students with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis" (2025). Faculty and Staff Works. 898.
https://kb.gcsu.edu/fac-staff/898