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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| Format: | Article |
| Language: | English |
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MDPI AG
2025-05-01
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| Series: | Computers |
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| Online Access: | https://www.mdpi.com/2073-431X/14/5/201 |
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| author | Fabrizio Stasolla Enza Curcio Angela Borgese Anna Passaro Mariacarla Di Gioia Antonio Zullo Elvira Martini |
| author_facet | Fabrizio Stasolla Enza Curcio Angela Borgese Anna Passaro Mariacarla Di Gioia Antonio Zullo Elvira Martini |
| author_sort | Fabrizio Stasolla |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-4a84a4e69e624959a3f861763f2478fb |
| institution | Kabale University |
| issn | 2073-431X |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Computers |
| spelling | doaj-art-4a84a4e69e624959a3f861763f2478fb2025-08-20T03:47:53ZengMDPI AGComputers2073-431X2025-05-0114520110.3390/computers14050201Educational Robotics and Game-Based Interventions for Overcoming Dyscalculia: A Pilot StudyFabrizio Stasolla0Enza Curcio1Angela Borgese2Anna Passaro3Mariacarla Di Gioia4Antonio Zullo5Elvira Martini6Faculty of Law, “Giustino Fortunato” University, 82100 Benevento, ItalyFaculty of Law, “Giustino Fortunato” University, 82100 Benevento, ItalyFaculty of Law, “Giustino Fortunato” University, 82100 Benevento, ItalyFaculty of Law, “Giustino Fortunato” University, 82100 Benevento, ItalyDepartment of Human and Social Sciences, Mercatorum University, 00186 Rome, ItalyDepartment of Human and Social Sciences, Mercatorum University, 00186 Rome, ItalyFaculty of Law, “Giustino Fortunato” University, 82100 Benevento, ItalyDyscalculia 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.https://www.mdpi.com/2073-431X/14/5/201dyscalculiaeducational roboticsgame-based learningmathematical interventions |
| spellingShingle | Fabrizio Stasolla Enza Curcio Angela Borgese Anna Passaro Mariacarla Di Gioia Antonio Zullo Elvira Martini Educational Robotics and Game-Based Interventions for Overcoming Dyscalculia: A Pilot Study Computers dyscalculia educational robotics game-based learning mathematical interventions |
| title | Educational Robotics and Game-Based Interventions for Overcoming Dyscalculia: A Pilot Study |
| title_full | Educational Robotics and Game-Based Interventions for Overcoming Dyscalculia: A Pilot Study |
| title_fullStr | Educational Robotics and Game-Based Interventions for Overcoming Dyscalculia: A Pilot Study |
| title_full_unstemmed | Educational Robotics and Game-Based Interventions for Overcoming Dyscalculia: A Pilot Study |
| title_short | Educational Robotics and Game-Based Interventions for Overcoming Dyscalculia: A Pilot Study |
| title_sort | educational robotics and game based interventions for overcoming dyscalculia a pilot study |
| topic | dyscalculia educational robotics game-based learning mathematical interventions |
| url | https://www.mdpi.com/2073-431X/14/5/201 |
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