Claims

Disability simulation shows a medium-to-large overall effect on elementary students' perception, attitudes, and behaviors in Korean studies (weighted d = .80)

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i3 Across 22 effect sizes from eight Korean studies of elementary students, the weighted aggregated effect size of disability simulation is .80, with a median of .73. → Mookyung Jeon 2018

Evidence

Mookyung Jeon 2018

Mookyung Jeon. (2018). Meta-Analysis of Disability Simulation Research for Elementary Students in Korea. International Journal of Special Education, 33(1). https://eric.ed.gov/?id=EJ1184078

q3 · i3 · quant-synthesis · r1

Meta-analysis of eight peer-reviewed Korean studies (published since 2000) of disability simulation with elementary students, computing Cohen's d under a random effects model due to considerable heterogeneity (I² = 81%). The article reports "a median effect size of .73" and a weighted d of .80, with effect sizes ranging from .05 to 2.51.

"For the first research question, effectiveness of disability simulation, a total of 22 effect sizes are computed from the eight studies, with a median effect size of .73. The weighted d for aggregated studies is .80."

Discussion

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