Technology-Based Interactive Numeracy Learning Media in Inclusive Education: A Systematic Literature Review
DOI:
https://doi.org/10.30736/atl.v10i2.2907Keywords:
Inclusive education, interactive learning, numeracy, systematic literature review, technology-basedAbstract
The lack of comprehensive evidence synthesizing the characteristics and effectiveness of technology-based interactive numeracy tools for inclusive education has limited the development of evidence-informed instructional practices. This study aims to analyze research trends, key characteristics, educational contributions, implementation challenges, and future directions of technology-based interactive numeracy learning in inclusive education through a Systematic Literature Review (SLR). Following PRISMA 2020 guidelines, the review analyzed 31 eligible studies published between 2020 and 2025, retrieved from Google Scholar, Crossref, DOAJ, and Garuda databases. The selected studies were synthesized using thematic analysis to identify recurring patterns, emerging themes, and research gaps. The findings reveal that technology-based interactive approaches improve students' learning motivation, engagement, conceptual understanding of numeracy, and accessibility in inclusive classrooms. Effective instructional tools consistently integrate audiovisual features, interactivity, gamification, immediate feedback, and adaptability to diverse learner needs. The review also identifies major implementation challenges, including limited digital infrastructure, insufficient teacher competencies, and the need for adaptive instructional design. This study contributes by synthesizing current evidence and proposing a conceptual framework to guide future research and the design of more adaptive, interactive, and inclusive numeracy instruction.Downloads
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