Evaluating performance on a bespoke maths game with children with Down syndrome
Bibliographic Data
| ID | 21499613 |
|---|---|
| Authors | Jill Porter (0000-0002-8507-6260, Institute of Education University of Reading Reading UK, corresponding author) |
| Year | 2022 |
| Volume | 38 |
| Issue | 5 |
| Pages | 1394-1407 |
| Publication date | 2022-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12685 |
| OpenAlex | W4280633770 |
| Language | EN |
| Citations received | 2 |
| References cited | 38 |
Affordance · Bespoke · Cognition · Cognitive psychology · Educational game · Embodied cognition · Human–computer interaction · Mathematics education · Multimedia · Numerosity adaptation effect · Usability · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Cognitive and developmental aspects of mathematical skills · Computer Science · Psychology · Artificial Intelligence
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Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding.
Instability of Performance on Cognitive Tests in Infants and Young Children With Down's Syndrome
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |