Review on data driven preliminary study pertaining to assistive digital learning technologies to support dyscalculia learners

Abstract

Dyscalculia is a specific learning disability amongst learners in underachievement of learning Mathematics, which begins in childhood and is persistent through adulthood. The population of dyscalculia is estimated to range between 3% and 6% of the world population, including Malaysia. In this preliminary study, we highlight a data driven approach, through literature content analysis and interviews conducted upon teachers, to analyse the different terms used on dyscalculia, and the effectiveness of computer-based technologies or assistive learning technologies, which are developed and used for learners with learning problems in mathematics for the past two decades. Current studies show an increasing interest in adopting Augmented Reality (AR) technology in education, and in optimisming to create unique educational setting for special education learners, specifically Dyscalculia learners, to enable them to undergo experiential learning by experiencing learning through the real world, mixed with virtual objects without losing their sense of reality.