Enhancing Math Skills in Children with Learning Difficulties Using Smartphone Apps
Downloads
This study aimed to examine the effectiveness of smartphone applications in enhancing the acquisition of mathematical concepts among children with learning difficulties. The research involved 80 students from private schools in northern Jordan, randomly assigned to an experimental group, which received instruction through smartphone and tablet applications, and a control group, which followed conventional teaching methods. Pre- and post-intervention cognitive assessments were conducted over a 12-week instructional period to measure mathematical understanding. The results revealed that students in the experimental group showed a significant improvement in mathematical performance compared to the control group. Furthermore, no statistically significant differences were found between male and female students, and no interaction effect between gender and instructional method was observed, indicating equitable outcomes across genders. The study highlights that smartphone-based educational applications provide an interactive, adaptive, and supportive learning environment that caters to the specific needs of students with learning difficulties. The novelty of this research lies in demonstrating the practical benefits of integrating digital tools into mathematics instruction, supporting constructivist and inclusive learning approaches, and offering evidence-based strategies to enhance student engagement and conceptual understanding. These findings suggest that technology-enhanced learning can effectively supplement traditional methods, promoting improved academic performance and inclusive educational practices.
Downloads
[1] McDiarmid, G. W., & Zhao, Y. (2023). Time to Rethink: Educating for a Technology-Transformed World. ECNU Review of Education, 6(2), 189–214. doi:10.1177/20965311221076493.
[2] Moustafa, N., Elghamrawy, E., King, K., & Hao, Y. (2022). Education 2.0: A vision for educational transformation in Egypt. In F. M. Reimers, U. Amaechi, A. Banerji, & M. Wang (Eds.), Education to build back better (Chapter 3). Springer. doi:10.1007/978-3-030-93951-9_3.
[3] Ammar, M., Al-Thani, N. J., & Ahmad, Z. (2024). Role of pedagogical approaches in fostering innovation among K-12 students in STEM education. Social Sciences and Humanities Open, 9, 100839. doi:10.1016/j.ssaho.2024.100839.
[4] Al-Barakat, A., AlAli, R., Alotaibi, S., Alrashood, J., Abdullatif, A., & Zaher, A. (2025). Science Education as a Pathway to Sustainable Awareness: Teachers’ Perceptions on Fostering Understanding of Humans and the Environment: A Qualitative Study. Sustainability (Switzerland), 17(15), 7136. doi:10.3390/su17157136.
[5] Han, W. (2025). Dyscalculia and dyslexia in school-aged children: comorbidity, support, and future prospects. Frontiers in Education, 10, 1515216. doi:10.3389/feduc.2025.1515216.
[6] Almusaed, A., Almssad, A., Yitmen, I., & Homod, R. Z. (2023). Enhancing Student Engagement: Harnessing “AIED”’s Power in Hybrid Education—A Review Analysis. Education Sciences, 13(7). doi:10.3390/educsci13070632.
[7] Andersson, E., & Abdelmalek, S. (2021). Dyscalculia/Dyslexia: A Dichotomy? Foundations of Science, 26(4), 847–858. doi:10.1007/s10699-020-09698-6.
[8] Fraihat, M. A. K., Khasawneh, A. A., & Al-Barakat, A. A. (2022). The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), 2120. doi:10.29333/ejmste/12088.
[9] Irshid, M. M. B., Khasawneh, A. A., & Al-Barakat, A. A. (2023). The effect of conceptual understanding principles-based training program on enhancement of pedagogical knowledge of mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 19(6), 2277. doi:10.29333/ejmste/13215.
[10] Am El-Jilali, H., & Abdel-Hamid, B. (2018). The effect of using an educational program based on multiple intelligences in addressing mathematics learning difficulties among third-grade students. Journal of Psychological and Educational Sciences, 4(1), 102–128.
[11] Al-Zahrani, H. S., & Zeidan, A. A. (2018). The effectiveness of designing a multimedia learning environment to address mathematics learning difficulties among primary school students. The Arab Journal of Disability and Gifted Sciences, (3), 231–279.
[12] Shanayah, I. M., & Abu Lome, K. M. (2021). The effect of a teaching program based on smart mathematical applications and its interaction with prior achievement on developing mathematical thinking among third-grade students in Jordan. The Islamic University Journal for Educational and Psychological Studies, 29(3), 520–548.
[13] Al-Hassan, O. M., Alhasan, L. M., AlAli, R. M., Al-Barakat, A. A., Al-Saud, K. M., & Ibrahim, N. A. (2025). Enhancing Early Childhood Mathematics Skills Learning through Digital Game-Based Learning. International Journal of Learning, Teaching and Educational Research, 24(2), 186–205. doi:10.26803/ijlter.24.2.10.
[14] Tetzlaff, D. (2017). Using Mobile Technology to Increase the Math Achievement and Engagement of Students with Disabilities. UNLV Theses, Dissertations, Professional Papers, and Capstones, 3105. doi:10.34917/11156827.
[15] Simsek, O. (2016). Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill. Doctoral dissertation, University of South Florida, USA. Available online: https://digitalcommons.usf.edu/etd/6390 (accessed on December 2025).
[16] Outhwaite, L. A., Faulder, M., Gulliford, A., & Pitchford, N. J. (2019). Raising early achievement in math with interactive apps: A randomized control trial. Journal of Educational Psychology, 111(2), 284–298. doi:10.1037/edu0000286.
[17] Beach, R., & O’Brien, D. (2014). Using Apps for Learning Across the Curriculum. Routledge. doi:10.4324/9781315769127.
[18] Berkowitz, T., Schaeffer, M. W., Maloney, E. A., Peterson, L., Gregor, C., Levine, S. C., & Beilock, S. L. (2015). Math at home adds up to achievement in school. Science, 350(6257), 196–198. doi:10.1126/science.aac7427.
[19] Al-Barakat, A. A., Al-Hassan, O. M., AlAli, R. M., Al-Hassan, M. M., & Al sharief, R. A. (2023). Role of female teachers of childhood education in directing children towards effective use of smart devices. Education and Information Technologies, 28(6), 7065–7087. doi:10.1007/s10639-022-11481-y.
[20] Zhang, X., Ding, Y., Huang, X., Li, W., Long, L., & Ding, S. (2024). Smart Classrooms: How Sensors and AI Are Shaping Educational Paradigms. Sensors, 24(17), 5487. doi:10.3390/s24175487.
[21] Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2). doi:10.1080/23311916.2023.2283282.
[22] Yadav, S., & Chakraborty, P. (2023). Introducing schoolchildren to computational thinking using smartphone apps: A way to encourage enrollment in engineering education. Computer Applications in Engineering Education, 31(4), 831–849. Portico. doi:10.1002/cae.22609.
[23] Al-Hassan, O., Al-Barakat, A., & Al-Hassan, Y. (2012). Pre-service teachers’ reflections during field experience. Journal of Education for Teaching, 38(4), 419–434. doi:10.1080/02607476.2012.707918.
[24] Ben Hassen, T. (2022). A Transformative State in the Wake of COVID-19: What Is Needed to Enable Innovation, Entrepreneurship, and Education in Qatar? Sustainability (Switzerland), 14(13), 7953. doi:10.3390/su14137953.
[25] Asencios-Trujillo, L., La-Rosa-Longobardi, C. J., and Piñas-Livia, C. (2024). Development of a web application for students with dyslexia and dyscalculia based on teaching experience. Letters in High Energy Physics, 145–152.
[26] Chinn, S. J. (2020). More trouble with maths: A complete manual to identifying and diagnosing mathematical difficulties (3rd ed.). Routledge. doi:10.4324/9781003017721.
[27] Kleemans, T., Segers, E., & Verhoeven, L. (2018). Role of linguistic skills in fifth-grade mathematics. Journal of Experimental Child Psychology, 167, 404–413. doi:10.1016/j.jecp.2017.11.012.
[28] Kivirähk-Koor, T., & Kiive, E. (2025). Differences in Cognitive and Mathematical Skills of Students with a Mathematical Learning Disability and Those with Low Achievement in Mathematics: A Systematic Literature Review. Education Sciences, 15(3), 361. doi:10.3390/educsci15030361.
[29] Kroesbergen, E. H., Huijsmans, M. D. E., & Friso-van den Bos, I. (2023). A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities. Review of Educational Research, 93(5), 718–755. doi:10.3102/00346543221132773.
[30] Nelson, G., & Powell, S. R. (2018). A Systematic Review of Longitudinal Studies of Mathematics Difficulty. Journal of Learning Disabilities, 51(6), 523–539. doi:10.1177/0022219417714773.
[31] Khasawneh, A. A., Al-Barakat, A. A., & Almahmoud, S. A. (2022). The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students. Frontiers in Education, 7. doi:10.3389/feduc.2022.899288.
[32] Al-Barakat, A. A., Al-Hassan, O. M., Alali, R. M., & Ibrahim, N. A. (2025). The Impact of Digital Storytelling-Based Learning Environment on Young Children’s Science Process Skills. Emerging Science Journal, 9, 19–38. doi:10.28991/ESJ-2025-SIED1-02.
[33] Wulan, D. R., Nainggolan, D. M., Hidayat, Y., Rohman, T., & Fiyul, A. Y. (2024). Exploring the Benefits and Challenges of Gamification in Enhancing Student Learning Outcomes. Global International Journal of Innovative Research, 2(7), 1657–1674. doi:10.59613/global.v2i7.238.
[34] Maria Apostolidou. (2025). Dyscalculia and intervention tools. GSC Advanced Research and Reviews, 22(3), 323–340. doi:10.30574/gscarr.2025.22.3.0092.
[35] Güler Yıldız, T., Öztürk, N., İlhan İyi, T., Aşkar, N., Banko Bal, Ç., Karabekmez, S., & Höl, Ş. (2021). Education for sustainability in early childhood education: a systematic review. Environmental Education Research, 27(6), 796–820. doi:10.1080/13504622.2021.1896680.
[36] Alam, T. M., Stoica, G. A., Sharma, K., & Özgöbek, Ö. (2025). Digital technologies in the classrooms in the last decade (2014–2023): a bibliometric analysis. Frontiers in Education, 10. doi:10.3389/feduc.2025.1533588.
[37] Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education 3-13, 34(3), 243–257. doi:10.1080/03004270600898893.
[38] Adipat, S., Laksana, K., Busayanon, K., Ausawasowan, A., & Adipat, B. (2021). Engaging Students in the Learning Process with Game-Based Learning: The Fundamental Concepts. International Journal of Technology in Education, 4(3), 542–552. doi:10.46328/ijte.169.
[39] Al-Amri, S., Hamid, S., Noor, N. F. M., & Gani, A. (2023). A framework for designing interactive mobile training course content using augmented reality. Multimedia Tools and Applications, 82(20), 30491–30541. doi:10.1007/s11042-023-14561-4.
[40] Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93–102. doi:10.1016/j.chb.2015.11.033.
[41] Cabellos, B., Pérez Echeverría, M. P., & Pozo, J. I. (2023). The Use of Digital Resources in Teaching during the Pandemic: What Type of Learning Have They Promoted? Education Sciences, 13(1), 58. doi:10.3390/educsci13010058.
[42] Aina, J. K., & Abdulwasiu, A. A. (2023). Teachers’ Effective Use of Educational Resources and Their Effect on Students’ Learning. ÜNİVERSİTEPARK Bülten, 12(2), 83–98. doi:10.22521/unibulletin.2023.122.4.
[43] Talafha, W. F., & Bataineh, R. F. (2025). Breaking Barriers: Assistive Technology for Visually Impaired EFL Educators. International Journal of Learning, Teaching and Educational Research, 24(4), 813–829. doi:10.26803/ijlter.24.4.38.
[44] Naveed, Q. N., Choudhary, H., Ahmad, N., Alqahtani, J., & Qahmash, A. I. (2023). Mobile Learning in Higher Education: A Systematic Literature Review. Sustainability (Switzerland), 15(18), 13566. doi:10.3390/su151813566.
[45] Vieriu, A. M., & Petrea, G. (2025). The Impact of Artificial Intelligence (AI) on Students’ Academic Development. Education Sciences, 15(3), 343. doi:10.3390/educsci15030343.
[46] Farooqi, M. T. K., Siddique, Z., & Awan, S. M. (2024). The effectiveness of educational software and applications for primary students’ learning outcomes: A systematic review. Journal of Excellence in Social Sciences, 3(4). doi:10.69565/jess.v3i4.347.
[47] Contrino, M. F., Reyes-Millán, M., Vázquez-Villegas, P., & Membrillo-Hernández, J. (2024). Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach. Smart Learning Environments, 11(1). doi:10.1186/s40561-024-00292-y.
[48] Wang, S., Christensen, C., Cui, W., Tong, R., Yarnall, L., Shear, L., & Feng, M. (2023). When adaptive learning is effective learning: comparison of an adaptive learning system to teacher-led instruction. Interactive Learning Environments, 31(2), 793–803. doi:10.1080/10494820.2020.1808794.
[49] Sezgin, S., & Yüzer, T. V. (2022). Analysing adaptive gamification design principles for online courses. Behaviour and Information Technology, 41(3), 485–501. doi:10.1080/0144929X.2020.1817559.
[50] Pedraja-Rejas, L., Muñoz-Fritis, C., Rodríguez-Ponce, E., & Laroze, D. (2024). Mobile Learning and Its Effect on Learning Outcomes and Critical Thinking: A Systematic Review. Applied Sciences (Switzerland), 14(19), 9105. doi:10.3390/app14199105.
[51] Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability (Switzerland), 12(10), 4201. doi:10.3390/su12104201.
[52] St Omer, S. M., Evers, K., Wang, C. Y., & Chen, S. (2025). Technology-enhanced mathematics learning: review of the interactions between technological attributes and aspects of mathematics education from 2013 to 2022. Humanities and Social Sciences Communications, 12(1), 1079. doi:10.1057/s41599-025-05475-7.
[53] Cirneanu, A. L., & Moldoveanu, C. E. (2024). Use of Digital Technology in Integrated Mathematics Education. Applied System Innovation, 7(4), 66. doi:10.3390/asi7040066.
[54] Kerimbayev, N., Adamova, K., Shadiev, R., & Altinay, Z. (2025). Intelligent educational technologies in individual learning: a systematic literature review. Smart Learning Environments, 12(1). doi:10.1186/s40561-024-00360-3.
[55] Sajja, R., Sermet, Y., Cwiertny, D., & Demir, I. (2025). Integrating AI and Learning Analytics for Data-Driven Pedagogical Decisions and Personalized Interventions in Education. In Technology, Knowledge and Learning. doi:10.1007/s10758-025-09897-9.
[56] Al-Barakat, A. A., Al-Hassan, O. M., Alali, R. M., & Al-Saud, K. M. (2025). the Role of E-Professional Development Programs in Developing Digital Technology Skills Among Primary Geography Teachers. Geojournal of Tourism and Geosites, 59(2), 661–673. doi:10.30892/gtg.59213-1445.
[57] Alam, A., & Mohanty, A. (2023). Learning on the Move: A Pedagogical Framework for State-of-the-Art Mobile Learning. In N. Sharma, A. Goje, A. Chakrabarti, & A. M. Bruckstein (Eds.), Lecture Notes in Networks and Systems: Vol. 662 LNNS (pp. 735–748). Springer. doi:10.1007/978-981-99-1414-2_52.
- This work (including HTML and PDF Files) is licensed under a Creative Commons Attribution 4.0 International License.
