| Sumario: | Background: Dyslexia and dyscalculia are prevalent learning disabilities that impair mathematics performance. Comorbidity compounds cognitive and affective challenges, yet few studies compare how complementary ICT tools support distinct learner profiles. Objectives: To examine pre–post changes following the integration of DragonBox (game‐based, conceptual) and Khan Academy (adaptive, scaffolded practice) in problem‐solving, numerical operations, and conceptual understanding among students with dyslexia, dyscalculia, and comorbidity, and to test whether post‐intervention performance patterns differ for the comorbidity group. Methods: Single‐group pre–post quantitative design in Grade 5 (N = 80; Dyslexia n = 44; Dyscalculia n = 12; Comorbidity n = 24). A 12‐item math test (three domains) with parallel forms was administered pre/post. Reliability: α = 0.85/0.82/0.87; EFA: 3‐factor solution (68% variance). Analyses used Shapiro–Wilk, Levene, Welch's ANOVA with Games–Howell post hoc, and paired t‐tests with effect sizes and 95% CIs (α = 0.05). Intervention: 8 weeks, two 30‐min sessions/week integrating DragonBox and Khan Academy. Results: All groups improved significantly (paired t; Cohen's d: Dyslexia = 0.92; Dyscalculia = 0.90; Comorbidity = 0.85). Statistically significant improvements were observed over time across all groups. Post‐intervention comparisons showed lower means for the comorbidity group (Welch's ANOVA; Games–Howell significant vs. both single‐diagnosis groups). Numerical operations gains exceeded conceptual understanding. Conclusions: Findings indicate statistically significant improvements over time during the ICT‐supported intervention period. In the absence of a comparison condition, results should be interpreted as temporal change rather than definitive causal efficacy of the tools. The comorbidity group showed lower post‐intervention mean performance alongside meaningful within‐group gains, underscoring the need for multidimensional supports. Implications for Practice: The results suggest that DragonBox may support conceptual introduction and may help reduce mathematics‐related anxiety, while Khan Academy may support consolidation of arithmetic skills through scaffolded practice. For comorbidity, additional instructional supports may be beneficial, including explicit strategy instruction, extended practice time, and individualised feedback, within a blended model that complements rather than replaces traditional teaching. Practitioner Points: What is already known about this topic ○Dyslexia and dyscalculia impair mathematics performance via phonological, working‐memory, and numerical‐processing deficits; comorbidity magnifies difficulties.○ICT and assistive technologies can improve engagement and skills, but many studies examine single disabilities or a single platform.What this paper adds ○A head‐to‐head evaluation of two complementary ICT tools mapped to theory: DragonBox (constructivist/multimodal) and Khan Academy (sociocultural/ZPD).○Evidence of pre–post improvement over time across all groups, with lower post‐intervention mean performance for comorbidity; numerical operations improve more than conceptual understanding.○A practical, weekly blended integration model (concept introduction with DragonBox; consolidation with Khan Academy).Implications for practice and/or policy ○Pair conceptual, game‐based ICT with scaffolded practice, embedded in teacher‐led routines○Provide targeted scaffolds (explicit strategies, feedback, extra time) for comorbidity.○Invest in teacher professional development and infrastructure to ensure accessibility and sustained use.
|
|---|