TY  - GEN
A1  - Kohn, Juliane
A1  - Rauscher, Larissa
A1  - Kucian, Karin
A1  - Käser, Tanja
A1  - Wyschkon, Anne
A1  - Esser, Günter
A1  - von Aster, Michael G.
T1  - Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia
BT  - What Influences Individual Responsiveness?
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 650 
KW  - developmental dyscalculia
KW  - mathematics instruction
KW  - computer-based training
KW  - intelligent tutoring system (ITS)
KW  - numerical development
KW  - evaluative study
KW  - primary school
Y1  - 2020
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-474159
SN  - 1866-8364
IS  - 650
ER  - 
TY  - JOUR
A1  - Kohn, Juliane
A1  - Rauscher, Larissa
A1  - Kucian, Karin
A1  - Käser, Tanja
A1  - Wyschkon, Anne
A1  - Esser, Günter
A1  - von Aster, Michael G.
T1  - Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia
BT  - What Influences Individual Responsiveness?
JF  - Frontiers in Psychology
N2  - This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.
KW  - developmental dyscalculia
KW  - mathematics instruction
KW  - computer-based training
KW  - intelligent tutoring system (ITS)
KW  - numerical development
KW  - evaluative study
KW  - primary school
Y1  - 2019
U6  - https://doi.org/10.3389/fpsyg.2020.01115
SN  - 1664-1078
VL  - 11
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  -