Early intervention through identification of learners with dyscalculia as initial analysis to design AR assistive learning application

Abstract

Learners who suffer from dyscalculia are unable to perform in mathematics. Plausible Assistive digital technology that are visual-based fusion technology, particularly Augmented Reality (AR) application, can assist dyscalculia learners perform arithmetic tasks such as addition, subtraction, multiplication, and division more effectively. This paper highlights early intervention through identification of dyscalculia learners in a national elementary school. The identification of dyscalculia learners was done through a screening instrument that combined of Mathematics Learning Ability (MLA) and Mathematics Learning Performance (MLP). The findings categorised the learners based on five main difficulties namely, memory, abstraction, sequencing processing, motor, and visual perception. However, the visual perception category showed most significant difficulty faced by dyscalculia learners in learning mathematics. The findings were used as initial analysis for Systems Requirement Specifications (SRS) that would be used to design and develop a visual-based fusion technology AR application for dyscalculia learners.