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Research Summary: Right way to write numbers: designing an augmented reality-based numeracy application for children with learning disabilities using the ADDIE model
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 31 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
Researchers evaluated an augmented reality (AR) web application aimed at teaching foundational numeracy to children with learning disabilities, utilizing the ADDIE instructional design framework alongside Mayer's cognitive theory of multimedia learning. The exploratory pilot assessed baseline and learning profiles across five core mathematical skill areas using a cohort of 70 students from four specialized institutions.
Why it matters
This initiative highlights the growing integration of immersive technologies into specialized instructional frameworks to address foundational learning deficits. Demonstrating empirical grounding in assistive educational tools validates the strategic shift from generic technological interventions to theory-backed, personalized cognitive solutions.
Key insights
- Development of a web-based AR application structured through the ADDIE framework and Mayer's cognitive theory of multimedia learning (CTML).
- Implementation of a single-group exploratory pilot involving 70 children across four special education schools.
- Use of a ten-item assessment measuring visual discrimination, symbol recognition, shape recognition, comparative numerosity, and related numeracy competencies.
- Address of a critical research gap where AR learning tools are infrequently engineered based on empirical numeracy profiles for special education learners.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1961050
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- Verification ID
- ASA-EXE-2026-01514
- Version
- v1.0 · r0
- Issued
- 31 October 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Right way to write numbers: designing an augmented reality-based numeracy application for children with learning disabilities using the ADDIE model
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.