A mobile game-based learning application for dyscalculic children guided by universal design for learning principles
List of Authors
  • Nur Fadziana Faisal Mohamed , Subashini Annamalai

Keyword
  • Dyscalculia, mobile game-based learning, LBCA, early intervention, Universal Design Learning (UDL)

Abstract
  • Dyscalculia is a mathematical disadvantage that makes it extremely difficult for kids to perform simple calculations like counting, remembering phone numbers, and comprehending speed, time, and distance, among other things. This has an impact on their usual curricular activities as well. A mobile game-based learning application named ‘Lost Boy Calculic Adventure’ (LBCA) which was designed and developed with multimedia elements and the integration of Universal Design Learning (UDL) principles for the use of dyscalculic children aged 7 years old. This application was intended to be an early intervention to help them improve their numerical skills. It focuses on numerical topics such as number, money, timed, and arithmetic operations. This paper also outlines the findings of the effectiveness evaluation of this mobile application which involved 20 respondents who are dyscalculic children. The USE (Usefulness, Satisfaction and Ease of Use) Questionnaire (Lund, 2001), which was intended to evaluate its ease of use, ease of learning, and satisfaction aspects, was used to assess the "Lost Boy Calculic Adventure" (LBCA) application's acceptance among users. The findings imply that all the respondents agree that the LBCA application fits the intended task, which is to improve their numerical skills and they believe that the LBCA application should be used by their peers. They also stated that they feel satisfied as they can use the LBCA application on their own. This study seeks to honor the Department of Social Welfare's obligations to the Ministries of Women, Family and Community Development, Health, and Education by making recommendations for the assistance and care of young people with learning difficulties.

Reference
  • 1. F. Ferraz, and J. Nevez. A Brief Look into Dyscalculia and Supportive Tools. 2015 E-Health and Bioengineering Conference (EHB), pp. 1-4, 2015.

    2. Y. Lu, M. Ma, G. Chen, and X. Zhou. Can abacus course eradicate developmental Dyscalculia. Psychology in the Schools, vol. 58, pp. 235– 251, 2021.

    3. A. Devi and G. Kavya. Knowledge Based Analytical Tool for Identifying Children with Dyscalculia. In: Bindhu V., Tavares J.M.R.S., Boulogeorgos AA.A., Vuppalapati C. (eds) International Conference on Communication, Computing and Electronics Systems. Lecture Notes in Electrical Engineering, vol 733, pp. 703–711, 2021.

    4. R. Kunwar. Dyscalculia in Learning Mathematics: Underpinning Concerns for Delivering Contents. Dristikon: A Multidisciplinary Journal, vol. 11, no.1, pp. 127–144, 2021.

    5. Y.M. Yussop, S. Annamalai, and S. N. Abdul Salam. Hi-Math Mobile App: Effectiveness in Improving Arithmetic Skills of Primary School Students International Journal of Recent Technology and Engineering, vo.7, no.6S2, pp. 67-71.

    6. H. Dehghani. The effectiveness of a mobile application “Kalcal” on the learning of mathematics in students with dyscalculia, 2019 International Serious Games Symposium (ISGS), pp.1-6, 2021.

    7. M.M. Ariffin, F. A. Abd Halim, and N. Abd Aziz. Mobile application for dyscalculia children in Malaysia in Zulikha, J. & N. H. Zakaria (Eds.), Proceedings of the 6th International Conference on Computing & Informatics, Sintok, pp. 467-472, 2017.

    8. J. S. Lam. Application Development for Student with Dyscalculia, (Unpublished Thesis), Universiti Tunku Abdul Rahman, 2020.

    9. T. Nagavalli, and P. Juliet. Technology For Dyscalculic Children. SALEM, vol. 16, pp. 1-10, 2015.

    10. B. Perelmutter, K. K. McGregor, and K. R. Gordon. Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta- analysis. Computers & Education, vol. 114, pp. 139–163, 2017.

    11. Abd Halim, M.M. Ariffin, and S.K. Sugathan. Towards the Development of Mobile App Design Model for Dyscalculia Children in Malaysia, MATEC Web of Conferences, vol. 150, pp. 05016- 05022, 2018.

    12. M. King-Sears. Universal Design for Learning: Technology and Pedagogy. Learning Disability Quarterly, vol. 32, no. 4, pp. 199–201, 2009.

    13. D. L. Edyburn. Would You Recognize Universal Design for Learning If You Saw It? Ten Propositions for New Directions for the Second Decade of UDL. Learning Disability Quarterly, vol. 33, no. 1, pp. 33– 41, 2010.

    14. C. Linehan, B. Kirman, S. Lawson, and G. Chan, Practical, appropriate, empirically validated guidelines for designing educational games. In ACM Annual Conference on Human Factors in Computing Systems, Canada: Vancouver, pp. 1979–1988, 2011.

    15. Dichev, C., and Dicheva, D. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Jounal of Educational Technololgy in Higher Educucation, vol. 14, no. 9, pp. 1-36, 2017. https://doi.org/10.1186/s41239-017-0042-5

    16. Carlo, F. Gameplay And Game Mechanics Design: A Key To Quality In Video Games, pp. 1-18, 2007. Retrieved from https://www.oecd.org/education/ceri/39414829.pdf

    17. A. M. Lund. Measuring usability with the USE questionnaire. Usability Interface, vol. 8, no. 2, pp. 3-6, 2001.

    18. J. Mabelis, Design and developing a questionnaire for children in the growing up in Scotland study. ScotCen [Online] (2019). Retrieved from http://the-sra.org.uk/wp-content/uploads/sra-scotland-gus- seminar.pdf

    19. S. Alismail, and H. Zhang. The use of emoji in electronic user experience questionnaire: An exploratory case study. 51st Hawaii International Conference on System Science, pp. 3366-3375, 2018.

    20. S. Massey. Using Emojis and drawings in surveys to measure children’s attitudes to mathematics, International Journal of Social Research Methodology, vol. 25, no. 6, pp. 877-889, 2022. DOI: 10.1080/13645579.2021.1940774

    21. J. Fane. Using emoji as a tool to support child wellbeing from a strengths-based approach. International Journal of Learning in Social Contexts, vol. 21, pp. 96–107, 2017. https://doi.org/10.18793/lcj2017.21.08.