Are Virtual Learning Environments Appropriate for Dyscalculic Students? – A Theoretical Approach on Design Optimization of Virtual Worlds Used in Mixed-Reality Simulators

Laura Lenz (), Katharina Schuster, Anja Richert and Sabina Jeschke
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Laura Lenz: RWTH Aachen University, IMA/ZLW & IfU
Katharina Schuster: RWTH Aachen University, IMA/ZLW & IfU
Anja Richert: RWTH Aachen University, IMA/ZLW & IfU
Sabina Jeschke: RWTH Aachen University, IMA/ZLW & IfU

A chapter in Engineering Education 4.0, 2016, pp 735-752 from Springer

Abstract: Abstract In Germany, there are more than four million people (almost 6 % of the entire population) living with dyscalculia, a disorder which alludes numbers as well as general arithmetic and is closely related to dyslexia [1]. The estimated number of unreported cases is probably even higher. Medical researchers talk about a “forestalled elite” since these people are commonly not less intelligent than non-handicapped individuals. Still, they rarely make it to a university-entrance diploma; they get lost on the way because of missing standby facilities offered in primary and continuative schools [2]. They require special needs and attention in order to learn and show their de facto potential. This paper deals with the dyscalculic-friendliness of learning environments provided by Mixed-Reality Simulators. After a presentation of the scientific state of the art on the specific needs of affected students, it will be elaborated in how far virtual environments used in the education of mechanical engineering students can sufficiently not only meet those needs but support them in their study.

Keywords: Dyscalculia; Dyslexics and Dyscalculics in Academia; Virtual Learning Environments; Learning Content Adaptation; Mixed Reality Simulator; Dybuster Calcularis (search for similar items in EconPapers)
Date: 2016
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DOI: 10.1007/978-3-319-46916-4_59

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