SUSTAINABLE DIGITAL PEDAGOGIES: IMPROVING ARITHMETIC INSTRUCTION FOR STUDENTS WITH DISABILITIES USING TECHNOLOGY-ENHANCED INSTRUCTIONAL MATERIALS

Abstract

The current study explores the impact of virtual manipulative games on the development of primary level learners with learning disabilities foundational arithmetic skills. Guided by one of the pillars of Sustainable Development Goal 4 (Quality Education for All), the study seeks to understand the role of virtual reality–based instructional materials in supporting inclusive and participatory learning atmospheres. A single-group pre-test–post-test experimental design engaged fifth graders with the learning disability of dyscalculia. The arithmetic concepts taught were addition, subtraction, multiplication, division, fractions, and time, and the primary intervention resources were the Kidz Math mobile application and other virtual manipulatives. The virtual manipulative contributed to individualized instruction and cognitive engagement while also achieving positive learning outcomes as evidenced by the statistically significant differences in performance in the post-tests compared to the pre-tests.