Educational Robotics and Game-Based Interventions for Overcoming Dyscalculia: A Pilot Study
Dyscalculia is a specific learning disorder that affects numerical comprehension, arithmetic reasoning, and problem-solving skills, significantly impacting academic performance and daily life activities. Traditional teaching methods often fail to address the unique cognitive challenges faced by stud...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-05-01
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| Series: | Computers |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2073-431X/14/5/201 |
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| Summary: | Dyscalculia is a specific learning disorder that affects numerical comprehension, arithmetic reasoning, and problem-solving skills, significantly impacting academic performance and daily life activities. Traditional teaching methods often fail to address the unique cognitive challenges faced by students with dyscalculia, highlighting the need for innovative educational approaches. Recent studies suggest that educational robotics and game-based learning can provide engaging and adaptive learning environments, enhancing numerical cognition and motivation in students with mathematical difficulties. The intervention was designed to improve calculation skills, problem-solving strategies, and overall engagement in mathematics. The study involved 73 secondary students, divided into three classes, among whom only a specific group had been diagnosed with dyscalculia. Data were collected through pre- and post-intervention assessment evaluating improvements in numerical accuracy, processing speed, and support motivation. Preliminary findings indicate that robotics and gamification create an interactive, less anxiety-inducing learning experience, facilitating conceptual understanding and retention of mathematical concepts. The results suggest that these tools hold promise as supplementary interventions for children with dyscalculia. Future research should explore long-term effects, optimal implementation strategies, and their integration within formal educational settings. |
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| ISSN: | 2073-431X |