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Are Virtual Learning Environments Appropriate for Dyscalculic Students?

In: Automation, Communication and Cybernetics in Science and Engineering 2015/2016

Author

Listed:
  • Laura Lenz

    (IMA/ZLW & IfU, RWTH Aachen University)

  • Katharina Schuster

    (IMA/ZLW & IfU, RWTH Aachen University)

  • Anja Richert

    (IMA/ZLW & IfU, RWTH Aachen University)

  • Sabina Jeschke

    (IMA/ZLW & IfU, RWTH Aachen University)

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 (Die Zeit Online, “Ziffern ohne Sinn”. Retrieved online, May 21st, 2015, from http://www.zeit.de/2013/29/dyskalkulie-zahlenblind-teilleistungsstoerung ). 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 (Die Zeit Online, “Verhinderte Elite”. Retrieved online, May 21st, 2015, from http://www.zeit.de/2003/42/C-Legasthenie-Schule ). 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.

Suggested Citation

  • Laura Lenz & Katharina Schuster & Anja Richert & Sabina Jeschke, 2016. "Are Virtual Learning Environments Appropriate for Dyscalculic Students?," Springer Books, in: Sabina Jeschke & Ingrid Isenhardt & Frank Hees & Klaus Henning (ed.), Automation, Communication and Cybernetics in Science and Engineering 2015/2016, pages 365-382, Springer.
    • Handle: RePEc:spr:sprchp:978-3-319-42620-4_29
    DOI: 10.1007/978-3-319-42620-4_29
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