Faculty of Cognitive Sciences and Human Development
MATHEMATICS LEARNING TOOL FOR DYSI.EXIC
CHII,DREN USING 3D VIRTUAL ENVIRONMENT
Chan Siew Li
Bachelor of Science (Honours)
Cognitive Sciences
LC
2009
C454
2009 4708
BORANG PENGESAHAN STATUS TESIS
Gred:
A-I
JUDUL : Mathematics Learning Tool for Dyslexic Children Using 3D VirtualEnvironment
SESI PENGAJIAN :2008t2QQ9 Saya CHAN SlEW LI
(HURUF BESAR)
mengaku membenarkan tesis
*
ini disimpan di Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dengan syarat-syarat kegunaan seperti berikut:1. Tesis adalah hakmilik Universiti Malaysia Sarawak.
2. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat salinan untuk tujuan pengajian sahaja.
3. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat pendigitan untuk membangunkan Pangkalan Data Kandungan Tempatan. 4. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan
membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi.
**
sila tandakan (...J )D
SULIT (Mengandungi maklumat yang berdaIjah keselamatan atau kepentingan seperti termaktub di dalam AKTA RAHSIA RASMI1972)
(Mengandungi maklumat Terhad yang telah ditentukan oleh DTERHAD
organisasilbadan di mana penyelidikan diialankan)
D
TIDAK TERHAD(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA) Alamat Tetap: I . 83, Tanah Hitam, 31200 Chemor, Perak. Tarikh:
\.~. ')OO~
Catatan:* Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah, Sarjana dan Sarjana Muda
*Jika resis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak beLkuasalorganisasi berkenaan dcngan menyatakan sekali sebab dan tempoh tesis ini periu dikelaskan sebagai TERHAD.
I
Posat Khidmal Maklumal Akadem
ik
UNTVERSm MALAYSIA ARAWA1(.
MATHEMATICS LEARNING TOOL FOR DYSLEXIC CIDLDREN USING 3D VIRTUAL ENVIRONMENT
CHANSIEWLI
This projec~ is submitted in partial fulfilment of the requirements for a Bachelor of Science with Honours
(Cognitive Science)
Faculty of Cognitive Sciences and Human Development
UNIVERSITI MALAYSIA SARAWAK
2009
The project entitled 'Mathematics Learning Tool for Dyslexic Children Using 3D
Virtual Environment' was prepared by Chan Siew Li and submitted to the Faculty of
Cognitive Sciences and Human Development in partial fulfillment of the
requirements for a Bachelor of Science with Honours (Cognitive Science)
Received for examination by:
x~
__ _
(Assoc. Prof. Dr. Teh Chee Siong) Date:
_____
~_~
___
~--~-1
Statement of Originality
The work described in this Final Year Project, entitled
"Mathematics Learning Tool for Dyslexic Children Using 3D Virtual Environment"
is to the best of the author's knowledge that of the author except where due reference is made.
(Date submitted) (Student's signature)
CHAN SIEWLI
ACKNOWLEDGEMENT
First and foremost, I would like to express my deepest gratitude towards my supervisor, Assoc. Prof. Dr. Teh Chee Siong. His guidance, advices and supports keep me working on the right track throughout this whole project. He guided me to solve the problems that I encountered and had a lot of patience throughout this project. Special thanks to Ms. Joyce Lee for her assistance and guidance during the development of this project. Thanks to my partner, Ms. Jannicia Lim, for her cooperation, opinions, support and encouragement, which were very important in the completion of my final year project.
Besides that, I am very grateful to my dear friends, seniors, and lecturers for giving me supports and ideas regarding this project. Their encouragement also gave me strength to complete the project.
I am also very thankful to the experts of dyslexia and respondents who willing to spend their time to assess the system.
Last but not least, my sincerest thanks to my family members, especially my parents, for their encouragement, continuous support and care throughout my pursuit of degree in UNIMAS.
I
,...
Pusat Kbidmat Maldumat Ak.a.demik
UNlVERsm MALAY IA SA WAIC.TABLE OF CONTENTS Acknowledgement iv Table of Contents v ~~~~ ~ List of Tables x Abstract xi Ab~ak xli CHAPTER 1 INTRODUCTION 1.0 Introduction 1 1.1 Background of Study 1 1.1.1 Dyslexia 1 1.1.2 Virtual Reality 2
1.1.3 Virtual Reality and Education 3
1.2 Problem Statements 4 1.3 Objectives 4 1.3.1 General Objective 4 1.3.2 Specific Objectives 5 1.4 Significance of Study 5 1.5 Scope of Study 6 1.6 Limitations of Study 6
CHAPTER 2 LITERATURE REVIEW
2.0 Introduction 7
2.1 Special Features of Mathematics as a Subject 7
2.2 Dyslexic Maths Learners 9
2.3 Dyslexic Cognitive Features that Affect Maths Learning 9 2.3.1 Long-term Memory Weaknesses in Maths 10 2.3.2 Working Memories Weaknesses 10
2.3.3 Sequencing Difficulties 11
2.3.4 Difficulties with Many Aspects of Language 12 2.3.5 Aural Perceptual Difficulties and Aural Memory
Difficulties 12
2.3.6 Visual-Spatial Weaknesses and Left-Right Orientation
Difficulties 13
2.3.7 Visual-Perceptual Difficulties and Visual Memory
Weaknesses 14
2.4 Virtual Learning Environment (VLE) 14
2.5 Sample Projects 15
2.5.1 VRMath 15
2.5.2 Immersive VE for Learning Sign Language Mathematics 16 v
I
2.6 Swnmary 16
C~R3 METHODOLOGY
3.0 Introduction 18
3.1 System Requirement 18
3.2 Methodology of the Learning System Development 18
3.2.1 Planning 19 I 3.2.2 Analysis 19 3.2.3 Design 20 3.2.4 Development 24 3.2.5 System Testing 24 3.3 Development Tools 25 3.3.1 Adobe Illustrator CS 25 3.3.2 Adobe Dreamweaver CS3 25 3.3.3 Rhinoceros 3.0 25
3.3.4 Autodesk 3D Studio Max 8.0 26
3.3.5 Internet Scene Assembler (ISA) 26
CHAPTER 4 DEVELOPMENT
4.0 Introduction
27
4.1 Development of the Virtual Environment
27
4.1.1 Scenario Identifying
27
4.1.2 3D Objects Modelling 28
4.1.3 Scene Assembling 28
4.1.4 Interactive Scene Making 32
4.1.5 Scene Publishing 33
4.2 Development of the Educational Web Pages 33
4.2.1 Creating the Web Template 34
4.2.2 Determining the Content 34
4.2.3 Inserting Multimedia Elements 34
4.2.4 Determining the Necessary Links 34
4.2.5 Integrating the Virtual Environment into the Webpage 34
4.3 Overview of the Complete System 35
CHAPTER 5 SYSTEM TESTING
5.0 Introduction 40
5.1 User Specifications 40
5.2 Subject Matter Experts 40
5.3 Methods of System Testing 41
5.3.1 Testing Instruments 41
5.3.2 Testing Procedures 42
5.4 Results of User Testing 42
5.4.1 User Feedbacks 42
5.4.2 Discussion of the User Testing 45
vi
5.5 Results of Expert Assessment 45
5.5.1 Expert Feedbacks 45
5.5.2 Discussion of the Expert Assessment 46
5.6 Limitations of System 47
CHAPTER 6 CONCLUSION AND FUTURE WORK
6.0 Conclusion 48
6.1 Future Work 48
REFERENCES 50
APPENDIX
53
LIST OF FIGURES
Figure 3.1
Methodology Flowchart of the System Development 19
Flgure 3.2
Layout ofthe Web-Based Learning Design 22
Figure 3.3
Layout ofthe Virtual Learning Environment Webpage 23
Figure 4.1
The Room Scene of the Learning Environment 28
Figure 4.2
Setting Viewpoint 29
Figure 4.3
The Navigation_Info Properties 31
Figure 4.4
Setting the Collidable Interactive Property 32
Figure 4.5
Link Between the Sound and the RadioButton 33
Figure 4.6
The Homepage of the Mathematics Learning System 35
Figure 4.7
The Number Webpage 36
Figure 4.8
The Addition Webpage 36
Figure 4.9
Triad Method of Recording in the Subtraction Webpage 37 Figure 4.10
The Virtual World in the Viewpoint of Fruits Section 38
Figure 4.11
The Virtual World in the Viewpoint of Stationery Section 38 Figure 4.12
The Coconuts and its Questions in the Virtual Environment 39
Figure 5.1
A User was Testing the Learning System 41
LIST OF TABLES
TableS.1
Respondents' Feedbacks on the System and Observations 43
Table S.2
Experts' Feedbacks and Improvements Made
46
ABSTRACT
MATHEMATIC LEARING TOOL FOR DYSLEXIC CmLDREN USING 3D VIRTUAL ENVIRONMENT
CHANSIEWLI
This project aims to design and develop a Three Dimensional (3D) learning environment using desktop virtual reality (VR). The learning system was designed to allow dyslexic children to learn and practise simple mathematics such as addition and subtraction. The learning system was developed using web-based learning and 3D virtual environment. The user requirements, the Dyslexia Style Guide, and results
:from user feedbacks were incorporated in designing and developing the system. The
system had been presented to dyslexic children and assessed by experts to obtain feedbacks and opinions. In general, the result showed that the learning system is useful to the user.
ABSTRAK
SYSTEM PEMBELAJARAN MATEMATIK MENGGUNAKAN REALITI MAYA 3 DIMENSI UNTUK KANAK-KANAK YANG BERDISLEKSIA
CHANSIEWLI
Projek ini bertujuan untuk mereka bentuk dan membangun satu sistem pembelajaran tiga dimensi dengan realiti maya desktop. Sistem pembelajaran ini direka bentuk untuk membantu leanak-kanak yang berdisleksia belajar tambahan dan tolalean yang
mudah. Sistem pembelajaran ini dibangunkan dengan menggunakan pembelajaran
laman web dan persekitaran reality maya tiga dimensi. Keperluan pengguna, panduan reka bentuk yang berdasarlean Dyslexia Style Guide dan maklum balas pengguna telah diberi pertimbangan ke dalam relea bentuk dan pembangunan sistem ini. Sistem ini telah dicuba oleh leanak-kanak yang berdisleksia dan diuji oleh palear disleksia untuk mendapatlean maklum balas dan pandangan. Secara umum, keputusan yang diperolehi telah menunjukkan sistem pembelajaran ini adalah berguna kepada pengguna.
CHAPTER 1
INTRODUCTION
1.0 Introduction
Dyslexia is a learning disability that normally associated with the problems of languages acquiring and processing. Different dyslexic person has different range of difficulties. The affected cognition abilities of dyslexic children make them facing difficulty in learning mathematics through conventional teaching in school.
Thus, a learning system based on virtual reality (VR) is proposed to help the dyslexic students to learn mathematics. VR is a three dimensional virtual environment that enables users to have real time interactions in the virtual environment through multiple senses. Studies had showed that VR is a potential tool for helping persons with disabilities in educational and community activities.
1.1 Background of Study
1.1.1 Dyslexia
Dyslexia is a neurologically based disorder, often familial, which
interferes with the acquisition and processing of language. Varying in levels of
severity, dyslexia is manifested by difficulties in receptive and expressive language, including phonological processing, in reading, writing, spelling, handwriting and sometimes in arithmetic (Barton, 2003; Keates, 2002). The dyslexic patients varying from children to adults, but often can be identified during childhood. Other than the special methods that teachers used to teach them, information technology is also a useful way to help the dyslexia to learn (Keates, 2002).
1.1.2 Virtual Reality
Virtual Ieality (VR) is a high-end user computer interface. It involves real time simulations and interactions through multiple sensorial channels (Burdea & Coiffet, 2003). Normally, the restrictive approaches define VR as three dimensional (3D), multi-sensorial, immersive, real time, and interactive
simulations of a space that can be experienced by users through 3D input and output devices (Troyer, Kleinermann, Pellens, & Bille, 2007). VR contains five components, which are the scene where the objects located, behaviours of objects such as movement and rotation, interaction between user with the virtual world and its objects, users' communication and sound simulation (Troyer, Kleinermann, Pellens, & Bille, 2007).
VR is predicted to be the most important technological transformation in educational media, since many researches found that VR offers unique capabilities that are able to provide significant and positive support for education (Chen, Toh,
& Fauzy, 2004). The advantages of virtual environments (VEs) are user can practice skills safely, without facing real world's potentially dangerous consequences and the stimuli the user receives can be controlled (Kerr, 2002). YEs including desktop YEs that operates on a personal computer, semi-immersive YEs, and full-immersive 3D YEs.
The normal teaching that based on paper systems is the suffering task for some dyslexic pupils. Thus, the introducing of information and communications
technology (leT) is an efficient way to teach the dyslexic students. VR is one of the most efficient infonnation technologies in educational field.
According to Lewis (1998), VR is one emergent technology with great potential for persons with learning disabilities. The user can interact with a computer-simulated environment and has detail experiences. VR can imitate the complexity of real-life situations, thus it can be used to construct contextualized learning environments that promote skill generations (Lewis, 1998). For example, enhance the interpersonal interaction skills of individual with learning difficulties.
1.1.3 Virtual Reality and Education
VR has potential to promote the participation of persons with disabilities in educational and community activities (Braddock, Rizzolo, Thompson, & Bell, 2004). Previous studies showed the benefits of providing instruction to students with cognitive disabilities using VR and computer-based simulations. In animated character software program, children with speech and reading difficulties can interact with animated characters to improve speech and language skills, such as learning English and Spanish (Braddock, Rizzolo, Thompson, & Bell, 2004).
The application of VR in education can overcome barriers of real-world training situations such as cost, safety and accessibility. VR that applied in classroom can make abstract learning concepts more concrete, greatly motivate students, allow students to progress through an experience at their own pace, and encourage active participation rather than passive observation (Braddock, Rizzolo, Thompson, & Bell, 2004). Moreover, research showed that skills learned in YEs can be transferred successfully to real task performance, thus aiding the students to learn (Braddock, Rizzolo, Thompson, & Bell, 2004; Williams, Jamali, & Nicholas, 2006).
1.1 Problem Statements
Due to the learning disability, dyslexic children are facing difficulties in language learning from the aspect of reading, writing, spelling and handwriting. The biggest problem for most of the dyslexic students is the processing of sound in lessons (Keates, 2002). Thus, they are unable to follow the content of the lesson as well as other students, and unable to process homework assignment titles and dates.
In maths learning, the spectrum of ability and performance of dyslexic
pupils is very wide. Many dyslexic pupils face a degree of difficulty with at least some aspects ofmaths learning, and usually with the maths facts acquisition (Kay,
It. Yeo, 2003). Only a small numbers of dyslexia are conceptually able in mathematics. Due to their poor results in many school subjects, they tend to avoid from going school to study and do not want to talk to others.
The majority of dyslexic pupils experience long-term weakness in memorising facts as verbal associations and memorising step-by-step procedures. They have working memory weaknesses and sequencing difficulties, thus lead to over-reliance on counting (Kay, & Yeo, 2003).
In addition, a number of dyslexic learners have aural perceptual and / or
amal memory weaknesses, visual-spatial weaknesses and left-right orientation
difficulties, as well as visual-perceptual difficulties and / or visual memory
weaknesses (Kay & Yeo, 2003). All these weaknesses are critical weaknesses in the learning of maths.
1.3 Objectives
1.3.1 General Objective
The general objective of this project is to design and develop a VR-based
mathematics learning system for dyslexic children.
1.3.2 Specific Objectives The present study aims to
1. Study the needs of dyslexic children learning with virtual environment. 2. Design and develop interactive web-based and virtual environment
learning system for dyslexic children.
3. Get user feedback on the system design for further enhancement.
4. Propose a system to guide the dyslexic children to learn simple mathematics such as addition and subtraction.
1.4 Significance of Study
There are many softwares available to help dyslexic children to learn, but the softwares are mainly in 2-dimension. By creating a 3D virtual environment, the dyslexic children have more sense of immerse when using the software, and can learn from active interaction rather than passive observation.
This virtual environment enabled them to have real time interaction, thus
increasing the sense of reality and their interest in learning. Furthermore, dyslexic
pupils always have positive and fast responds in using computer system, quick
rcaJizjng the support, facilitation and access to a learning environment that leT affords them (Williams, Jamali, & Nicholas, 2006). Research also showed that
skills learned in YEs can be transferred successfully to real task performance (Braddock, Rizzolo, Thompson, & Bell, 2004; · Williams, Jamali, & Nicholas, 2(06). Thus, the mathematics that learned from this learning environment can be
app
lied
to real world.On the other hand, experiences and techniques had been gained and
developed throughout the process of developing the 3D virtual environment
leaming
tool. Moreover, knowledge about the learning difficulty, dyslexia, andhow its special cognitive weaknesses affect the dyslexic children's ability to learn
mathematics had been gained and enhanced.
1.5
Scope of
StudyThis project focused on the development of the virtual environment. The
design
part was to choose and design the activities and the learning environment'sinterface
. The development part was to build the VR environment and the web
pages
that present the basic mathematic facts and rules. The testing of the systemwas
carried out throughout the process of system development.The mathematic lessons were for dyslexic children that are in the age
range of 6 to 12 years old, where they already learned some basic vocabularies
such as fruits and stationery, basic mathematics such as the numerical numbers
from
1 to 100. Only basic mathematic facts such as addition and subtraction werepresen
ted
in this project.1.6 Limltadons of Study
This system only presented basic mathematic facts and rules, which were simple addition and subtraction. Many other mathematic aspects such as multiplication, division and fraction were not included in this learning tool.
Besides that, although dyslexic learners have many common features, each iDdividual student has a unique combination of strengths and weaknesses (Kay, & Yeo, 2003). Thus, this learning tool had different learning efficiency on different dyslexic students.
2.1
based
t
Khidmat Maldumat Akade
mik
tfNlVERsm MAlAYSJA SAItAWAK.
CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
'Ibis chapter discusses the special features of mathematics, types of dyslexic maths learners, dyslexic cognitive features that affect maths learning,
advantages of virtualleaming environment (VLE), and sample projects of virtual
reality in studying mathematics.
pee
lal Features
of Mathematics as a SubjectThere are some features that make mathematics as a difficult subject and make it unpopular amongst many students, especially dyslexic students. These
ti:atures
also explain why some pupils find maths intrinsically easy to learn.Maths is an abstract subject, in which the numeracy aspect of maths is on concrete quantities (number of things in the world) and concrete
'onships (Kay, & Yeo, 2003). However, as a domain of knowledge, maths
usually
been presented to ohildren using a very abstract way and this happensr:ry
early on. Many students fail to make sense of some aspects of number since they do not understand what these number work's aspects mean.'
According to Kay and Yeo (2003), some children seem to have an intrinsic
for
quantities, which enables a developing ability to visualise abstract~mIl_and abstract number relationships. This basic number-sense seems to be
y associated with a degree of general visual-spatial competence.
Moreover, maths is a building-block subject, which means that more
IdVIIlced
layers depend on knowledge of previous layers. Long-term memory andunderstanding are key roles in successful maths learning. If students have made pauine sense of most aspects of maths, they can remember them easier. However, UDderstanding does not assure long-term memory of what has been learned in
matbs.
In order to progress onto higher level or more difficult stages in the mathscurriculum, students have to acquire long-term memory of maths facts, and they
have to memorize important concepts and procedures.
If children fail to proceed to a particular stage in maths learning, they will tend to remain stuck at that particular stage. Researches showed that there are classic stages at which some children pause and become stuck, for example when multiplication and division is introduced.
Calculation and problem solving in maths involve a thinking process, often with a series or sequence of steps (Kay, & Yeo, 2003). This means that working memory or short-term memory plays a key role in children's ability to
make progress in maths. A strong working memory is needed to make sense of a
question, decide on a course of action, hold the question in mind, follow the steps through and keep on track until an answer is generated (Kay, & Yeo, 2003).
Working memory also involved in the process of learning many maths facts. Some facts such as the times tables, are traditionally memorised as pure rote-learned verbal associations. The other facts are learnt through repeated practice at working them out. Research showed that knowing facts by heart through repeated practice requires an efficient use of working memory.
.
Dyalaie Maths Learners
Mos
t
of the dyslexic pupils experience substantial difficulties with many_eels
ofnumber work. It is due to the cognitive features that are associated withclysIaia make a number of key aspects of maths difficult (Kay & Yeo, 2003).
Kay
and Yeo (2003) stated that there are two different types of dyslexicJDIIbs
learners, which are Grasshoppers and Inchworms. The Grasshoppers areintuitive thinkers who are able to visualise questions, tend to approach questions
in
atop-do
wn
or whole-ta-part way (Kay & Yeo, 2003). Generally, they havevisual-spatial
cognitive strengths, and are intuitive, but cannot organise theirghta
on paper. Their thinking skills often undermined by weaknesses such asutaeme impulsively, dislike of step-by-step recording, poor maths facts
knowledge
and poor procedmal knowledge. They learn maths in an effective wayifthey Ire taught and encouraged to use mental ways of calculating, which they
are able to visualise easily.
For the Inchworms, they do not have visual-spatial cognitive strengths. It
is difficult for them to form an overview of a problem, and they are normally step
by-stcp thinkers who proceed in a bottom-up and linear fashion (Kay & Yeo,
2003). To work out a solution in maths, their first step is start from what they
1IDderstand and then proceed by solving each next step until they reach an outcome.
Chinn, Kay and Yeo's studies showed that many dyslexic learners are inchwonns and only a small portion are Grasshoppers. They also found that
younger
dyslexic children are particularly inclined to be inchworms.Dyalaie Cognitive Features that Affect Maths Learning
Acoording to Kay and Yeo (2003), dyslexic people have several critical 001_· "iVe weaknesses that affect maths learning, which are long-term memory
lrelbesstes in maths, working memories weaknesses, sequencing difficulties,
difficulties with many aspects of language, aural perceptual and / or aural memory
"",hesses, visual-spatial weaknesses and left-right orientation difficulties, as
18 visual-perceptual difficulties and / or visual memory weaknesses.
However, many cognitive features that affect maths learning are indeed
hdmeIated
and overlap in quite complex ways (Kay & Yeo, 2003). Although cIyalexic learners have many connnon features, every individual student has aunique combination of strengths and weaknesses.
2.3.1 Long-term Memory Weaknesses in Maths
Dyslexic students have difficulties in learning maths fact by heart. Many
.mea show that dyslexic students have extreme difficulties acquiring facts as pure rote-learned verbal associations (Kay & Yeo, 2003). Thus, the acquisition of times tables' facts is affected, since times tables are invariably learned in this way.
Even they appear to have mastered the calculation procedures, they often
have difficulty remembering the procedures in long-term memory. Their
weakness in working memories affects them to store the maths facts in long-term
mmnory
.
Weak long-term memory resources partially clarify why dyslexic students
often fail to generalise knowledge. They are lack of automatised knowledge,
whim
is the knowledge that can be accessed from long-term memory withouttbinJdng.
.2 Working Memories Weaknesses
Dyslexic students have poor working memory capacity. They hold less
iDfimnation
and fewer steps in their working memory than ordinary students. Poor'.lueJDlg skills contribute significantly to the dyslexic students' working
'1billDOIrydifficulties. They are hard to remember counting sequences, count slowly,
