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Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition

  • This article presents the design and a first pilot evaluation of the computer-based training program Calcularis for children with developmental dyscalculia (DD) or difficulties in learning mathematics. The program has been designed according to insights on the typical and atypical development of mathematical abilities. The learning process is supported through multimodal cues, which encode different properties of numbers. To offer optimal learning conditions, a user model completes the program and allows flexible adaptation to a child's individual learning and knowledge profile. Thirty-two children with difficulties in learning mathematics completed the 6-12-weeks computer training. The children played the game for 20 min per day for 5 days a week. The training effects were evaluated using neuropsychological tests. Generally, children benefited significantly from the training regarding number representation and arithmetic operations. Furthermore, children liked to play with the program and reported that the training improved theirThis article presents the design and a first pilot evaluation of the computer-based training program Calcularis for children with developmental dyscalculia (DD) or difficulties in learning mathematics. The program has been designed according to insights on the typical and atypical development of mathematical abilities. The learning process is supported through multimodal cues, which encode different properties of numbers. To offer optimal learning conditions, a user model completes the program and allows flexible adaptation to a child's individual learning and knowledge profile. Thirty-two children with difficulties in learning mathematics completed the 6-12-weeks computer training. The children played the game for 20 min per day for 5 days a week. The training effects were evaluated using neuropsychological tests. Generally, children benefited significantly from the training regarding number representation and arithmetic operations. Furthermore, children liked to play with the program and reported that the training improved their mathematical abilities.show moreshow less

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Metadaten
Author:Tanja Käser, Gian-Marco Baschera, Juliane Kohn, Karin Kucian, Verena Richtmann, Ursina Grond, Markus Gross, Michael von AsterGND
DOI:https://doi.org/10.3389/fpsyg.2013.00489
ISSN:1664-1078 (print)
Parent Title (English):Frontiers in psychology
Publisher:Frontiers Research Foundation
Place of publication:Lausanne
Document Type:Article
Language:English
Year of first Publication:2013
Year of Completion:2013
Release Date:2017/03/26
Tag:calculation; interactive learning environment; intervention; learning; optimization; spatial representation
Volume:4
Issue:31
Pagenumber:13
Organizational units:Humanwissenschaftliche Fakultät / Institut für Psychologie
Peer Review:Referiert
Publication Way:Open Access