TY  - GEN
A1  - Rauscher, Larissa
A1  - Kohn, Juliane
A1  - Käser, Tanja
A1  - Mayer, Verena
A1  - Kucian, Karin
A1  - McCaskey, Ursina
A1  - Esser, Günter
A1  - von Aster, Michael G.
T1  - Evaluation of a computer-based training program for enhancing arithmetic skills and spatial number representation in primary school children
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6-8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 430 
KW  - numerical development
KW  - evaluative study
KW  - primary school
KW  - computer-based training
KW  - mathematics instruction
Y1  - 2018
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-406727
IS  - 430
ER  - 
TY  - JOUR
A1  - Rauscher, Larissa
A1  - Kohn, Juliane
A1  - Käser, Tanja
A1  - Mayer, Verena
A1  - Kucian, Karin
A1  - McCaskey, Ursina
A1  - Esser, Günter
A1  - von Aster, Michael G.
T1  - Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children
JF  - Frontiers in psychology
N2  - Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6–8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.
KW  - numerical development
KW  - evaluative study
KW  - primary school
KW  - computer-based training
KW  - mathematics instruction
Y1  - 2016
U6  - https://doi.org/10.3389/fpsyg.2016.00913
SN  - 1664-1078
VL  - 7
SP  - 14086
EP  - 14099
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Käser, Tanja
A1  - Baschera, Gian-Marco
A1  - Kohn, Juliane
A1  - Kucian, Karin
A1  - Richtmann, Verena
A1  - Grond, Ursina
A1  - Gross, Markus
A1  - von Aster, Michael G.
T1  - Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition
JF  - Frontiers in psychology
N2  - 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 their mathematical abilities.
KW  - learning
KW  - intervention
KW  - optimization
KW  - calculation
KW  - spatial representation
KW  - interactive learning environment
Y1  - 2013
U6  - https://doi.org/10.3389/fpsyg.2013.00489
SN  - 1664-1078
VL  - 4
IS  - 31
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Kucian, Karin
A1  - Kohn, Juliane
A1  - Hannula-Sormunen, Minna M.
A1  - Richtmann, Verena
A1  - Grond, Ursin
A1  - Käser, Tanja
A1  - Esser, Günter
A1  - von Aster, Michael G.
T1  - Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit
Y1  - 2012
ER  -