No negative effects of disability simulation are found among elementary students in the Korean studies¶

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

Subclaims¶

q3 i? None of the weighted or unweighted effect sizes in the meta-analysis were negative, so no negative effects of disability simulation were detected. → 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 · i? · quant-synthesis · r1

Within the same meta-analysis of eight Korean elementary-student studies, the article reports that "negative effects of disability simulation are not found"; no effect size was negative. No effect size magnitude for a negative effect is printed, so impact is null.

"For the second research question, negative effects of disability simulation are not found. None of the weighted and unweighted effect sizes appear to be negative."

Discussion¶

Related Claims¶

• Disability simulation shows a medium-to-large overall effect on elementary students' perception, attitudes, and behaviors in Korean studies (weighted d = .80) — related
• The Korean meta-analysis's overall effect (.80) differs from Flower et al.'s (2007) near-zero finding, attributed to age, combined formats, and longer duration — related
• Effects of disability simulation are largest for grades 3-4, and the youngest group's effect is not statistically significant — related
• Behavioral outcomes show the largest effects of disability simulation, while the perception effect is not statistically significant — related
• Simulations shorter than 800 minutes show larger effects than simulations of 800 minutes or more — related