Table 3 Summary of studies characteristics.

Arachchi et al. (2021)

Analyze how people with intellectual disabilities (ID) perform web searches and design an e-learning tool

Qualitative (iterative participatory approach)

Participants’ perspective on Google search, support requirements, computer use and web search skills

Semi-structured interviews and observations

Thematic analysis

Improved web search skills and decreased need for individual support. Effectiveness of teaching and auditory material

Ayuso and Santiago (2022)

Analyze the process of applying dialogic reading in people with intellectual disability level (IDL) in face-to-face and virtual

Mixed methods (multiple case study design)

Average Length of the Statement (LME), percentage of communicative interaction, self-perception of learning

Ad-hoc questionnaire and video recordings

Descriptive analysis, Wilcoxon, and content analysis

Significant difference between all variables for virtual and face-to-face, being lower in the virtual sessions. No significant difference between groups in LME variables. Face-to-face sessions had better results

Bruce et al. (2017)

Analyze whether Drive Smart online training improves hazard perception skills in young drivers with ADHD

Quantitative (randomized (1:1), controlled, parallel group)

Mean time of hazard perception reaction at three moments (at baseline T0, after intervention T1 and after 6 weeks T3)

Hazard Perception Test (HPT)

Descriptive analysis, one-way ANCOVA on HPT change scores, paired-samples t-test

Better scores in G1: magnitude of the change scores at T1 (−0.88); effect on HPT change scores at T1 (p = 0.02, η² = 0.212); difference in mean scores at T1 (−1.35). Better scores in G1 in magnitude of the change pre-post (p < 0.02; −1.28; η² = 20.39). Improvement of hazard perception skills after online intervention

Busse et al. (2022)

Evaluate a web-based lifestyle, exercise, and activity (LEAP-MS) intervention for people with progressive multiple sclerosis.

Quantitative (non-randomized, single group with pre-test and post-test) and qualitative (perception on process evaluation)

Feasibility, self-efficacy, routine activities, emotional well-being, social participation, fatigue; physical, impact of MS. Intervention Fidelity

Self-efficacy scale (UW-SES-SF); the Oxford Activities and Participation Questionnaire (OxPAQ); health-related quality of life (EQ-5D-5 L); modified form of the Fatigue Impact Scale (MFIS); Multiple Sclerosis Impact Scale (MSIS- 29); Modified Patients’ Global Impression of Change (PGIC) and semi-structured interview

Descriptive analysis

Acceptance/adherence: 90.5% received intervention; Recruitment: >50% < 70% (lack of viability); Retention: 76%. Improvements in routine activities and emotional well-being. No changes in social participation. At three months, improvements in the impact of MS and in fatigue, at 6 months the improvements in physical and cognitive fatigue scores were maintained. The LEAP-MS intervention is feasible and associated with improvements in self-management and physical activity skills scores.

Chiu et al. (2023)

Evaluate cognitive abilities, cognitive functioning, and quality of life after virtual reality intervention in older people with cognitive impairment.

Quantitative (randomized controlled trial)

Cognitive skills, cognitive-motor interaction (baseline vs follow training), accuracy, error, and repetition rate (weekly)

Intervention Fidelity

Cognitive Assessment Screening Instrument (CASI); Mini-Mental State Examination (MMSE); Clock Drawing Test-Drawing Part, (CDT-D); World Health Organization quality of life scale brief version (WHOQOL-BREF) Taiwan version

Pairwise comparisons (t-tests and chi-square tests), repeated-measures ANOVA, Generalized Estimating Equation (GEE) analyses.

Main effect of treatment group: better scores in VR group in Global cognitive abilities (p = 0.00, ŋ² = 0.54); General cognitive functioning (p = 0.00, ŋ² = 0.42); Quality of life (p = 0.00, ŋ² = 0.45). Medium effect sizes

VR intervention improves cognitive function and quality of life

Curtiss et al. (2023)

Explore a research-based learning process for creating reliable information about sexuality education on Instagram

Qualitative (community-based participatory research; CBPR)

Experiences and learning acquired.

Interviews

Thematic analysis

Mutual learning on sexual education topics; co-creation (between people with and without disabilities) of accessible, inclusive, and relevant sexuality education content for people with intellectual disabilities through a research-based process. Learning facilitation skills, research, instruction, and using Instagram as an educational tool.

De Felice et al. (2023)

Investigate how people with autism learn online, comparing live learning vs. recorded learning. Compare its impact on people with and without autism.

Quantitative (repeated-measures design (2 (group)×3 (learning condition) ×2 (time))

Difference in learning performance between groups, time, and conditions

Background battery (verbal fluency, non-verbal reasoning and mentalizing), Learning quiz and enjoyment questionnaire (post-intervention and at follow-up)

ANOVA and mixed-linear effect regression model

Main effect of time and learning condition: better scores immediately after the session (p < 0.001, η² = 0.56 and p = 0.03, η² = 0.15: better scores in Live vs Recorded-alone condition (p = 0.008). No interaction effects. Similar results in experiment 2; Regression Model 1: ‘Condition’ (beta = −0.07, p = 0.003); verbal fluency (beta = 0.02, p = 0.002) and non-verbal reasoning (beta = 0.01, p = 0.0003) were significant predictors of learning performance.

Live learning showed better scores immediately after the session, and people with autism performed similarly to those without autism

Fjellström et al. (2022)

Explore the feasibility and effectiveness of a web-based training program for people with intellectual disabilities.

Quantitative (descriptive)

Adherence rate; body composition measurements (fat mass, body mass, waist circumference (WC)), quality of life and PA level (before and after the intervention); PA enjoyment post intervention

Body Composition Analyzer; measuring tape; questionnaire Manchester Short Assessment of Quality of Life (MANSA); International Physical Activity Questionnaire (IPAQ-SF); Questionnaire Physical Activity Enjoyment Scale (PACES)

Descriptive analysis, Paired-samples t-test and Wilcoxon signed-rank test.

High adherence rate: 83%, significantly decreased in fat mass y WC (p < 0.001; p < 0.5), non-significant changes in quality of life, increased PA level (p <0.05) and enjoyment (3.9 of 5)

The application of a web program in adults with ID shows a higher level of physical activity.

Garcia et al. (2023)

Evaluate the feasibility of a remote nutrition education and culinary skills program for young adults with autism spectrum disorder (ASD)

Mixed Method

Feasibility (attendance records, retention rates), Intervention Fidelity

Records, session notes surveys, interview

Descriptive analysis, content analysis and thematic approach

Online nutrition program is viable and well accepted (83% attendance, 7% attrition), offering various communication methods and enhancing knowledge related to nutrition, self-efficacy, and behavioral capacity.

Güdül Öz and Yangın (2021)

Evaluate a web-based sexual health education for people with visual impairments

Quantitative (descriptive)

Quality, content, and usability of the website

Personal Information Form; System Usability Scale (SUS), Website Evaluation Form for Individuals with Visual Impairments

Descriptive analysis

High website usability, most useful modules included sexual health and rights (48.86%). Among other suggestions: increase in descriptive images and descriptive videos and greater details in some content, among other.

Mead et al. (2023)

Analyze if institutions offer accommodations to students with disabilities studying online vs. in person

Quantitative (descriptive)

Demographics, disability type and status, frequency of accommodations, and performance

Data register

Descriptive analysis, mixed-effects linear regression, logistic regression

Students in the in-person program were almost 30% more likely to be enrolled in the disability resource center. Students in the online program had a more limited range of accommodations but performed better than those in the in-person program. Students with disabilities in the online program do better than students with disabilities in the in-person program.

Moëll et al. (2015)

Evaluate an online course (Living Smart) for adults with ADHD.

Quantitative (randomized 1:1, controlled, parallel group)

Attention, organization, depression, anxiety, stress, quality of life, general level of functioning, activity, and compliance.

Scales: ASRS subscale measuring Inattention and hyperactivity; Sheehan Disability Scale (SDS); Hospital anxiety and depression scale (HADS); The perceived stress scale (PSS); adapted version of the Clinical Global Impressions Scale-Improvement before and after intervention and structured telephone interviews

T tests, Chi-2 tests, 2 × 2 repeated measures ANOVA.

Reduced average scores on ASRS-Inattention from 28.1 to 22.9 after the intervention, indicating improvements in organization and attention.

Rimmer et al. (2022)

Evaluate the MENTOR program (Mindfulness, Exercise, and Nutrition to optimize Resilience) for people with physical disabilities

Mixed method (multiple case study design)

Effectiveness, physical activity, wellness assessment, participants’ perceptions of their experience with the MENTOR program

Enrollment data, Godin Leisure-Time Exercise Questionnaire (GLTEQ), UAB/Lakeshore Wellness Assessment (LWA), interview

Descriptive analysis, paired t-tests, Wilcoxon rank tests, Inductive thematic analysis

Better scores in participant with physically inactive in GLTEQ total activity (p = 0.005, ŋ² = 0.53); in exercise behavior (p = 0.006, ŋ² = 0.39) in contribution to society/community (p = 0.013, ŋ² = 0.37). Better scores in participant with low overall wellness in various measures (p < 0.05, ŋ²_range = 0.43 to 1.07)

MENTOR is feasible and potentially effective, showing improvements in physical activity and well-being in physically inactive participants.

Silva de Souza et al. (2018)

Analyze a training system based on a virtual environment (VR) for a blind wheelchair user.

Mixed method (case study)

System performance, participant execution, communication time, signs, physiological data

Systematic observation

Descriptive analysis

Use of VR with EEG signals could improve the quality of life and independence of blind wheelchair users.

St. John et al. (2022)

Evaluate a virtual course to improve the mental health and well-being of adults with intellectual disabilities.

Mixed methods: quantitative (non-randomized study of a single group repeated measures) and qualitative (perception participant experience)

Feasible, acceptable, attendance, mental well-being, mental health self-efficacy

Basic demographic data, satisfaction and self-efficacy survey, Warwick Edinburgh Mental Wellbeing Scale (WEMWBS) and interview (before and after intervention)

Descriptive, inferential statistics (repeated measures ANOVA -pre, post and follow‐up) and content analysis

Feasible and acceptable course (>88% were satisfied), high attendance (average of sessions, 5 of 6, and average of 14 participants per session), positive changes in mental health self-efficacy (p < 0.01), no significant changes in well-being

Worobey et al. (2018)

Determine the effectiveness of a web-based transfer training module in improving transfer technique (independent wheelchair transfers).

Quantitative (randomized control trials)

Transfer technique in three groups (personal training, web training, control).

Demographic questionnaire and Transfer Assessment Instrument (TAI version 3.0) pre, post and follow‐up)

Descriptive statistics, Kruskal-Wallis Test, Fisher’s Exact Test, Friedman Test, Mann-Whitney Tests, and multiple linear regression model

Both in-person and web-based training groups improved post-intervention and at follow-up (p < 0.01), with web-based training comparable to in-person training