Animation has been used to assess speech, language, and communication skills in children. We aimed to map and synthesize relevant research addressing how and when animation is used for assessment purposes in speech–language pathology practice. Four databases were searched, yielding 18 studies that met the inclusion criteria. Data was extracted on study design, objectives, participant characteristics, results, assessment areas, purposes of animation use, underlying theoretical and research bases, and technical features. Theoretical grounding for children’s perception of animation was not evident in the studies, while several studies showed research foundations for its use in speech–language pathology assessment. Various animations were used for diverse purposes and research goals, primarily involving typically developing children and fewer clinical samples. All studies focused on language assessment. The diversity in animation research precludes conclusions regarding best practices in use of animation in speech–language pathology assessment. An initial evidence base was established, documenting research approaches, the effects of animation on language and cognition, observed behaviors, the performance of clinical samples, and psychometric properties of the assessment tools. Limitations, knowledge gaps, and future research are discussed.
Vlachou et al. (Thu,) studied this question.