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Exploring AR, VR, and Educational Robotics for Inclusive Mathematics Education for Dyslexic Students

Al Omoush, Muhammad H. orcid logoORCID: 0009-0007-9611-7543 and Mehigan, Tracey orcid logoORCID: 0000-0002-1728-2134 (2024) Exploring AR, VR, and Educational Robotics for Inclusive Mathematics Education for Dyslexic Students. In: International Conference on Computers Helping People with Special Needs - ICCHP 24, 8-12 July 2024, Linz, Austria. ISBN 978-3-903480-07-0

Abstract
Dyslexic students often face challenges in comprehending mathematical concepts. Numeracy issues in dyslexia include symbol confusion, digit reversal, problem-solving challenges, slow calculations, and spatial perception difficulties, leading to a significant gap in learning outcomes. Inclusive learning approaches that cater to the specific needs of dyslexic students are essential to promote their mathematical understanding and engagement. The authors investigate the traditional inclusive learning approaches and explore the potential integration of augmented reality (AR), virtual reality (VR) technologies, and educational robotics (ER) to support dyslexic students with mathematics education. AR and VR in education have shown promising results in enhancing student learning experiences across various domains. By creating immersive and interactive environments, these technologies have the potential to enable dyslexic students to explore mathematical concepts in novel and engaging ways. ER integration can complement AR and VR experiences by providing tangible and interactive tools, bridging the gap between the physical and digital worlds. By leveraging AR, VR, and educational robots, educators can create an inclusive and supportive learning environment, promoting active participation and knowledge retention among dyslexic students. The paper also highlights the significance of professional development for educators, aiming to provide educators with essential knowledge and skills to effectively implement these technologies in the classroom and cater to the diverse needs of their students. By integrating current research and best practices, the paper aims to advance inclusive mathematics education to promote equitable learning opportunities to support all students in a holistic way for mathematics education.
Metadata
Item Type:Conference or Workshop Item (Paper)
Event Type:Conference
Refereed:Yes
Uncontrolled Keywords:Dyslexia, Mathematics, Inclusion, Immersive environments, Virtual Reality (VR), Augmented Reality (AR), Educational Robotics (ER)
Subjects:Computer Science > Visualization
Engineering > Robotics
Engineering > Virtual reality
Social Sciences > Educational technology
Mathematics
DCU Faculties and Centres:DCU Faculties and Schools > Faculty of Engineering and Computing > School of Computing
Published in: Future Perspectives on AT, Accessibility and (e)Inclusion. . Association ICCHP. ISBN 978-3-903480-07-0
Publisher:Association ICCHP
Official URL:https://icchp.org/sites/default/files/OAC_24.pdf
Copyright Information:Authors
Funders:Science Foundation Ireland Centre for Research Training in Digitally-Enhanced Reality (d-real) under Grant No. 18/CRT/6224
ID Code:30178
Deposited On:09 Aug 2024 15:02 by Muhammad Hani Menazel Al omoush . Last Modified 09 Aug 2024 15:02
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