Effect of Tablet-Based Learning on Mathematics Achievement 0f Students with Mild Intellectual Disabilities: A Review Article

Abstract

Students with mild intellectual disabilities (MID) often encounter persistent difficulties in learning mathematics because of limitations in cognitive processing, working memory, attention, and problem-solving skills. Recent advances in educational technology have introduced tablet-based learning as an innovative instructional approach that provides interactive, individualized, and visually supported mathematics instruction. This review article examines the available evidence regarding the effects of tablet-based learning on the mathematics achievement of students with mild intellectual disabilities. The objectives of the article were: (i) to review the existing literature on tablet-based learning for students with mild intellectual disabilities, (ii) to examine the effects of tablet-based learning on students' mathematics achievement, (iii) to identify the instructional features of tablet-based learning that contribute to improve mathematics performance, (iv) to explore the benefits and challenges associated with implementing tablet-based learning in mathematics instruction for students with mild intellectual disabilities. The review synthesizes findings from systematic reviews, meta-analyses, and empirical studies published during the past decade. The literature consistently indicates that tablet-based interventions improve students' mathematical performance by increasing engagement, motivation, conceptual understanding, and independent learning. Interactive applications, virtual manipulatives, multimedia instruction, and immediate feedback contribute to improved mathematics achievement across basic arithmetic, number sense, problem-solving, and functional mathematics skills. Despite these positive findings, challenges remain regarding teacher training, technology accessibility, and long-term implementation. The review concludes that tablet-based learning represents an effective instructional strategy for enhancing mathematics achievement among students with mild intellectual disabilities when integrated with evidence-based teaching practices. This review study is beneficial for students with Mild Intellectual disabilities, special education teachers, practitioners, general educational teachers, school administrators, educational leaders and experts, Educational Policymakers, Curriculum Developers and Educational Technology Companies, Researchers in Special Education and Educational Technology.