Category Archives: Research

The Impact of an Augmented Reality Tool on Students with Dyscalculia in Learning Multiplication Concepts

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Augmented reality has emerged as an assistive technology recently, contributing to various fields, especially education. In particular, it offers potential benefits for students with learning difficulties. Students with dyscalculia, for example, face significant difficulties that hinder their academic performance. To address these difficulties, we designed and developed an educational tool based on augmented reality and evaluated its effectiveness on student performance and satisfaction. 

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Applied biostatistics for clinical reasoning how work around our dyscalculia

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Maths Anxiety, Dyscalculia, and the Role of Safe Talk

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Early Detection and Intervention of Developmental Dyscalculia Using Serious Game-Based Digital Tools

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Numerous studies underscore the critical importance of early detection to enable effective intervention, highlighting the need for individualized, structured, and adaptive approaches. Digital tools, particularly those based on serious games, appear to offer a promising level of personalization. 

Digital solutions based on serious games present a promising avenue for the detection and remediation of mathematical impairments. Their integration with mobile technologies and internet connectivity offers the potential to increase public awareness of learning difficulties such as developmental dyscalculia (DD), leveraging the ubiquity and accessibility of mobile devices. Furthermore, the computational capabilities of modern platforms, combined with immersive technologies—such as virtual reality (VR) and augmented reality (AR)—and artificial intelligence (AI), enable the development of engaging, adaptive, and personalized interventions. These features can support both reliable screening and individualized remediation pathways tailored to each child’s cognitive profile.

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Learning with games

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Children with dyscalculia show less self-efficacy and more anxiety while engaging in mathematical tasks. In addition to difficulties in basic mathematical skills, such non-cognitive factors negatively impact their mathematics achievement. In contrast, game elements have been found to increase performance, motivation, and task engagement. Accordingly, this study evaluated the effects of game elements in mathematical tasks for children with dyscalculia, dyslexia, or both.

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