Visual based augmented reality (AR) learning application in mathematics for dyscalculia learners (V-ARA-Dculia)

Abstract

Dyscalculia is a profound mathematical disorder that causes difficulties in learning fundamental of a mathematical concept, memorising mathematical facts and the understanding of how mathematical problems are solved. The problem teachers faced is that there is no early screening identification to detected dyscalculia learners. Thus, by the time they realised the students have these difficulties the situation is already too late. Moreover, once identified, there are no appropriate learning materials for dyscalculia learners to help them learn mathematics meaningfully. The main objectives of this research, was to identify the different difficulty classifications of dyscalculia; improved and verify the dimensions and indicators of the dyscalculia screening instrument to fit the Malaysian environment and context: and develop a visual-based Augmented Reality (AR) application that would help dyscalculia learners learn mathematics. The methodology used in this research was mixed mode which involved development and verification of the dimensions of the Dyscalculia Screening Instrument (DYScrin) conducted through a three round Delphi technique; and the Software Development Life Cycle method specifically to develop a visual-based Augmented Reality (AR) learning application for dyscalculia learners. Results from the analysis confirmed ten (10) significant dimensions of dyscalculia difficulties namely, visual perception and processing, visual and spatial, memory, cognition, numerical, sequencing, abstraction, language, multi-tasking and motor difficulties. The DYScrin instrument was designed based on the Mathematics Learning Ability (MLA) and Mathematics Learning Performance (MLP) adapted to the Malaysian context and environment. The dimensions and sub-dimensions became the foundation for the systems requirement specifications (SRS) used to design and develop the Visual-based Augmented Reality (AR) Learning Application for Mathematics for Dsycalculia Learners (V-ARA-Dculia), focused on Year Four (4) Mathematics syllabus on the topic, Fraction. An Instructional Design (ID) model and a scaffolding model specifically for dyscalculia learners to learn mathematics were embedded in the design and development process of the application. Evaluation of the application was conducted based on the formative and summative evaluation. The former, involved heuristic evaluation conducted by five (5) experts and the latter a usability testing on the use of the application by fifteen (15) dyscalculia learners. Findings of the research indicated that the screening conducted on students to identify dyscalculia learners was important for early intervention; and the dimensions and indicators verified and embedded in the visual-based AR application was positively significant in helping dysalculia learners learn mathematics. Contributions of this study are: the development of Dyscalculia Screening Instrument (DYSCrin): the Iterative-Evolution Application Life Cycle Model for the development of the visual-based AR application (HIE-HLC-V-ARA-Dculia); ID design model (ID-V-ARA-Dculia); the Scaffolding model (SM-V-ARA-Dculia); questionnaire used as instrument to conduct heuristics evaluation experts (V-ARA-Dculia: HE); questionnaire used as usability testing on dyscalculia learners (V-ARA-Dculia: UE) and findings on both evaluation conducted on V-ARA-Dculia,