Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children

Abstract

Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6–8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.

Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia. What Influences Individual Responsiveness?

“…It is assumed that the training leads to a higher automation of task processing resulting in faster fact retrieval. Compared to the evaluative studies regarding the previous version Calcularis 1.0 ( Käser et al, 2013a ; Rauscher et al, 2016 ; Kohn et al, 2017 ) the observed training effects are stronger, whereby it has to be considered that Calcularis 2.0 includes additional tasks and additional motivational components and that the training interval was prolonged. The medium effect sizes are comparable to other trainings ( Kroesbergen and van Luit, 2003 ; Ise et al, 2012 ; Chodura et al, 2015 ) and are satisfactory for a sample of children with severe deficits (participants with DD).…”

“…The virtual zoo allows children to buy and feed animals which can be assigned to various zoo worlds (Figure 1, bottom). Calcularis, the pre-version of Calcularis 2.0, was evaluated in children with mathematical difficulties as well as in normally achieving children (Käser et al, 2013a;Rauscher et al, 2016). The study results demonstrated that children benefited significantly from the training regarding spatial number representation and subtraction.…”

Symbolic Processing Mediates the Relation Between Non-symbolic Processing and Later Arithmetic Performance

“…However, drill-practicing number knowledge without providing children with sufficient opportunities to understand how numbers represent non-symbolic magnitudes may be equally inefficient. Training programs should thus focus on understanding and efficiently processing symbolic representation of number, which entails to map them on their inborn nonsymbolic representational system (e.g., Kuhn and Holling, 2014;Rauscher et al, 2016). Improving our knowledge of longitudinal developmental trajectories and neurocognitive mechanisms of symbolic and arithmetic processing skills is necessary in order to further advance our understanding of the components that should be integrated in evidence-based tailored intervention programs.…”

The light side of gaming: creativity and brain plasticity

“…Adaptive computing is highly relevant in the affective domain, as a study by Rauscher et al (2016) showed. They demonstrated that the adaptive training program Calcularis can be used effectively to support children with developmental dyscalculia or math difficulties in their numerical development and to enhance numerical cognition while reducing math anxiety by adapting to the children's strengths, down-powering frustrating experiences with arithmetics.…”