Adaptive computer assisted instruction (CAI) for students with dyscalculia (learning disability in mathematics)

Brunda, A.; Bhavithra, J.

doi:10.1145/1858378.1858390

Cited by 2 publications

(2 citation statements)

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“…An adaptive E-learning tool that teaches children with Dyscalculia using an entertaining numerical comparison task [40] was also tested on nine children with mathematical learning disabilities, and the results showed that it may be useful for remediation of Dyscalculia in children age 8 and under. However, the study had several limitations: the lack of a control group; the small number of children with mathematical difficulties; and the lack of a detailed analysis of the children's learning improvements before and after the intervention.…”

Section: Resultsmentioning

confidence: 99%

“…Only two of these games were used to remediate Dyscalculia: the game “Number Race,” which was developed to improve basic numerical cognition [38] , and the game “Graphogame-Math,” which was developed to improve exact numerosity and number symbols [39] . An adaptive E-learning tool that teaches with an entertaining numerical comparison task [40] was also tested on children with mathematical learning disabilities. The results obtained from these computer-based methods show that they may be useful for remediation of Dyscalculia in children.…”

Section: Introductionmentioning

confidence: 99%

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Effect of a Virtual Environment on the Development of Mathematical Skills in Children with Dyscalculia

et al. 2014

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In this study, we show the effectiveness of a virtual environment comprising 18 computer games that cover mathematics topics in a playful setting and that can be executed on the Internet with the possibility of player interaction through chat. An arithmetic pre-test contained in the Scholastic Performance Test was administered to 300 children between 7 and 10 years old, including 162 males and 138 females, in the second grade of primary school. Twenty-six children whose scores showed a low level of mathematical knowledge were chosen and randomly divided into the control (CG) and experimental (EG) groups. The EG participated to the virtual environment and the CG participated in reinforcement using traditional teaching methods. Both groups took a post-test in which the Scholastic Performance Test (SPT) was given again. A statistical analysis of the results using the Student's t-test showed a significant learning improvement for the EG and no improvement for the CG (p≤0.05). The virtual environment allows the students to integrate thought, feeling and action, thus motivating the children to learn and contributing to their intellectual development.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%