We synthesized studies published since 2000 that assessed the effects of using virtual manipulatives to increase the mathematical accuracy of students with disabilities. We extracted a total of 1,796 raw data points from 114 cases across 35 single-case studies. By applying three-level multilevel modeling, we analyzed both immediate effects and trends during the intervention phase as well as moderation effects related to student characteristics (case level) and intervention features (study level). Both the average immediate effect and trend during the intervention were statistically significant. The average immediate effect varied significantly by student grade, disability type, developer, device, type of virtual manipulative, and visual model embedded in virtual manipulatives. Neither student characteristics nor intervention feature–related moderators significantly influenced the average trend during the use of virtual manipulatives.

我们对2000年以来发表的研究进行了综合研究，评估了使用虚拟操作方法来提高残疾学生的数学准确性的效果。我们从35个单例研究中的114个案例中提取了总计1,796个原始数据点。通过应用三级多级建模，我们分析了干预阶段的即刻效果和趋势以及与学生特征（案例水平）和干预特征（研究水平）相关的适度效果。干预期间的平均即时影响和趋势均具有统计学意义。平均即时效果因学生等级，残障类型，开发人员，设备，虚拟操作类型和虚拟操作中嵌入的视觉模型而异。