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首页> 外文会议>International visual informatics conference >Early Intervention Through Identification of Learners with Dyscalculia as Initial Analysis to Design AR Assistive Learning Application
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Early Intervention Through Identification of Learners with Dyscalculia as Initial Analysis to Design AR Assistive Learning Application

机译：通过识别运动困难者作为早期分析来进行早期干预，以设计AR辅助学习应用程序

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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.
机译：患有肌萎缩症的学习者无法进行数学学习。合理的辅助数字技术是基于视觉的融合技术，尤其是增强现实（AR）应用程序，可以帮助运动困难者更有效地执行算术任务，例如加法，减法，乘法和除法。本文重点介绍了通过识别一所国立小学的运动障碍学习者来进行的早期干预。通过结合了数学学习能力（MLA）和数学学习成绩（MLP）的筛选工具，对运动障碍学习者进行了识别。研究结果基于五个主要困难对学习者进行了分类，这五个主要困难是记忆，抽象，排序处理，运动和视觉感知。但是，视觉知觉类别显示了运动障碍学习者在数学学习中面临的最大困难。这些发现被用作对系统需求规范（SRS）的初步分析，该系统将用于设计和开发针对视神经困难的学习者的基于视觉的融合技术AR应用程序。

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