Design of an Augmented Reality Serious Game for Children with Dyscalculia: A Case Study

Avila-Pesántez, Diego; Vaca-Cardenas, Leticia; Avila, Rosa Delgadillo; Padilla, Nelly; Rivera, Luis

doi:10.1007/978-3-030-05532-5_12

Cited by 17 publications

(13 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Regarding cognitive learning effects, more than half of the reviewed studies (67%) reported that AR learning games led to increased learning achievement in terms of content knowledge. The positive effects included enhanced cognitive skills (e.g., improved mathematical reasoning and processing speed [21], enhanced problem-solving skills [23], improved communication skills [24]) and learning gains [25]. All these studies reported a positive significant difference except one.…”

Section: Increased Cognitive Achievementmentioning

confidence: 99%

“…These mathematical skills are considered to be the basis for meeting the general demands of daily life and learning other domains of knowledge [19]. The remaining studies involved training systems designed to enhance core life skills, such as daily life management skills [20] and social skills [21].…”

Section: The Common General Characteristics Of Ar Learning Games For ...mentioning

confidence: 99%

See 1 more Smart Citation

Exploring Augmented Reality Games in Accessible Learning: A Systematic Review

Cai¹,

Akçayır²,

Epp

2021

Preprint

View full text Add to dashboard Cite

Augmented Reality (AR) learning games, on average, have been shown to have a positive impact on student learning [1]. However, the exploration of AR learning games in special education settings, where accessibility is a concern, has not been well explored. Thus, the purpose of this study is to explore the use of AR games in accessible learning applications and to provide a comprehensive understanding of its advantages over traditional learning approaches. In this paper, we present our systematic review of previous studies included in major databases in the past decade. We explored the characteristics of user evaluation, learning effects on students, and features of implemented systems mentioned in the literature. The results showed that AR game applications can promote students' learning activities from three perspectives: cognitive, affective, and retention. We also found there were still several drawbacks to current AR learning game designs for special needs despite the positive effects associated with AR game use. Based on our findings, we propose potential design strategies for future AR learning games for accessible education.

show abstract

Section: Increased Cognitive Achievementmentioning

confidence: 99%

Section: The Common General Characteristics Of Ar Learning Games For ...mentioning

confidence: 99%

Exploring Augmented Reality Games in Accessible Learning: A Systematic Review

Cai¹,

Akçayır²,

Epp

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Many AR applications help students to improve their learning performance, especially in subjects considered challenging or less interesting; for example, ATHYNOS, a serious AR game for children with Dyscalculia, was developed to help them learn mathematics. ATHYNOS was identified to be able to help students with calculation disorders and, based on the evaluation results, the students took less time to understand the subject [10]. Another application was also designed and developed to learn Kanji, considered one of the most challenging writing systems.…”

Section: Learning Tool For Microorganismsmentioning

confidence: 99%

“…Designing for a generation exposed to current technology and addiction, gamification has now become a compulsory element in learning tools [22]. Many learning tools that integrate gaming elements in their content aim to increase enjoyment in learning and measure student comprehension of the subject [10], [11]. Also, some studies emphasised the vital role of games in knowledge acquisition and content understanding [14], [22].…”

Section: B Usability and Effectiveness Evaluationmentioning

confidence: 99%

Microorganisms: Integrating Augmented Reality and Gamification in a Learning Tool

Ramli¹,

Marobi²,

Sahari³

2021

IJACSA

View full text Add to dashboard Cite

Microorganisms is a Year 6 Science subject that primary school students find considerably less attractive because of the enormous facts that require them to have good imaginary skills to understand. Only limited applications are available on smartphones as tools to learn subjects, especially Science, Technology, Engineering and Mathematics (STEM). Since the young generation is very much into current technology, there is a need to develop an application to gain students' interest and improve their understanding of microorganisms. Therefore, a microorganism learning application that combines augmented reality (AR) and gamification called Microorganisms was developed. The Microorganisms prototype includes two modules; learning and training. The learning modules use AR technology that scan marker images to display a digital layer of microorganisms in three dimensions (3D). Meanwhile, the training module is represented through gamification consisting of quiz questions, a timer, and a score. The application was designed using Agile methodology and developed using various software such as Unity, Autodesk 3ds Max, Vuforia, and Firebase. Ten respondents, nine students and one teacher in a primary school, assessed the prototype through experimental testing. The results showed that, on average, the user satisfaction value was 4.6 out of 5. Thus, the Microorganisms application based on AR and gamification can be considered a good learning tool for primary school students to learn about micro-organisms.

show abstract

“…There are also findings in the SpLD literature for dyscalculia. A serious virtual reality game was created to help children with dyscalculia learn math [ 7 ]. Three separate scenarios and game plays were included in the game, each with three different difficulty levels.…”

Section: Introductionmentioning

confidence: 99%

Developing Adaptive Serious Games for Children With Specific Learning Difficulties: A Two-phase Usability and Technology Acceptance Study

Yildirim¹,

Sürer²

2021

JMIR Serious Games

View full text Add to dashboard Cite

Background Specific learning difficulties (SpLD) include several disorders such as dyslexia, dyscalculia, and dysgraphia, and the children with these SpLD receive special education. However, the studies and the educational material so far focus mainly on one specific disorder. Objective This study’s primary goal is to develop comprehensive training material for different types of SpLD, with five serious games addressing different aspects of the SpLD. The second focus is measuring the impact of adaptive difficulty level adjustment in the children’s and their educators’ usability and technology acceptance perception. Receiving feedback from the children and their educators, and refining the games according to their suggestions have also been essential in this two-phase study. Methods A total of 10 SpLD educators and 23 children with different types of SpLD tested the prototypes of the five serious games (ie, Word game, Memory game, Category game, Space game, and Math game), gave detailed feedback, answered the System Usability Scale and Technology Acceptance Model (TAM) questionnaires, and applied think-aloud protocols during game play. Results The games’ standard and adaptive versions were analyzed in terms of average playtime and the number of false answers. Detailed analyses of the interviews, with word clouds and player performances, were also provided. The TAM questionnaires’ average and mean values and box plots of each data acquisition session for the children and the educators were also reported via System Usability Scale and TAM questionnaires. The TAM results of the educators had an average of 8.41 (SD 0.87) out of 10 in the first interview and an average of 8.71 (SD 0.64) out of 10 in the second interview. The children had an average of 9.07 (SD 0.56) out of 10 in the first interview. Conclusions Both the educators and the children with SpLD enjoyed playing the games, gave positive feedback, and suggested new ways for improvement. The results showed that these games provide thorough training material for different types of SpLD with personalized and tailored difficulty systems. The final version of the proposed games will become a part of the special education centers’ supplementary curriculum and training materials, making new enhancements and improvements possible in the future.

show abstract

Design of an Augmented Reality Serious Game for Children with Dyscalculia: A Case Study

Cited by 17 publications

References 23 publications

Exploring Augmented Reality Games in Accessible Learning: A Systematic Review

Exploring Augmented Reality Games in Accessible Learning: A Systematic Review

Microorganisms: Integrating Augmented Reality and Gamification in a Learning Tool

Developing Adaptive Serious Games for Children With Specific Learning Difficulties: A Two-phase Usability and Technology Acceptance Study

Contact Info

Product

Resources

About