Teachers of young children with disabilities are being exposed to computer technologies more and more frequently, yet many basic questions about their effectiveness remain unanswered. A recent study examined software features that are typically used in commercially available programs. Using a series of alternating treatment design experiments, individual features were compared for their effect on engagement, affect, and choice. Data from 48 experiments suggest that children prefer programs with higher interaction requirements, and those that use animation, sound, and voice features.
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