Aarhus University Seal

Collaborative Technologies for Children with Special Needs: A Systematic Literature Review

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review

This paper presents a systematic literature review on collab-orative technologies for children with special needs in ACMDigital Library. The aim of the review is to (1) reveal the cur-rent state of the art, (2) identify the types of technologies and contexts of use, the demographics and special needs of the tar-get group, and the methodological approaches and theoretical groundings, and (3) define a future research agenda. The results of the systematic literature review show that collaborative technologies for children with special needs are increasingly gaining attention, mostly involve tangible and/or embodied interaction, and are often developed for use in the classroom.The target group that is most represented are boys between 6 to 12 years with Autism Spectrum Disorder. The results further show a wide range of evaluation criteria for measuring collaboration, an interchanging use of theoretical concepts and a lack of definitions for the concept collaboration, and a need for more demographically diverse studies.
Original languageEnglish
Title of host publicationCHI 2020 - Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems
Number of pages13
Place of publicationHonolulu, HI, USA
PublisherAssociation for Computing Machinery
Publication year21 Apr 2020
Article number3376291
ISBN (electronic)9781450367080
Publication statusPublished - 21 Apr 2020
EventCHI Conference on Human Factors in Computing Systems: CHI 2020 - Hawaiʻi Convention Center, Honolulu, United States
Duration: 25 Apr 202030 Apr 2020


ConferenceCHI Conference on Human Factors in Computing Systems
LocationHawaiʻi Convention Center
LandUnited States

    Research areas

  • Collaboration, Collaborative learning, Collaborative technologies, Child-computer interaction, Systematic literature review, Special needs, CCTD

See relations at Aarhus University Citationformats

ID: 178844234