Abstract
The twenty-first century is known for exponential growth in the technological as well as the education domain. However, conventional educational tools are still reliable to understand the actual scenario of performance and efficiency of the brain of young minds. If combined with technology this could play a vital role in getting a clear perception about what they feel and how they improve the educational methodology. Studies on dyslexia, dysgraphia and dyscalculia have shown that it is very tough and sometimes impossible to identify these learners without the help of professionals. Unlike physical challenges, the challenges from these disabilities are not measurable in quantified terms. For this, perception-based studies play a vital role. There are various studies, which suggest questionnaire-based survey, or direct interviews with the target group are a more reliable source of information. Also, regional-level data sometimes plays an important role to understand geographical and environmental impacts on the target group. Various reports were studied to understand the similarities. Authors collected information as a pilot project through a survey on 292 learners (learning-disabled and non-learning-disabled) in different institutes. 142 of them were dealing with single or multiple learning disabilities. Study helped in identifying the most affected learning domains and related multiple-criteria affecting the learners. This eventually is implemented in the domain model of an intelligent tutoring system to develop the four learner-centric learning environments. Results show that practice-based learning environment was the most relatable learning environment followed by visual-based learning environment.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Singh S, Sawani V, Deokate M, Panchal S, Subramanyam AA, Shah HR, Kamath RM (2017). Specific learning disability: a 5 year study from India. Int J Contemp Pediatr 4(3):863. https://doi.org/10.18203/2349-3291.ijcp20171687
Karande S, Sholapurwala R, Kulkarni M (2011) Managing specific learning disability in schools in India. Indian Pediatr 48(7):515–520. https://doi.org/10.1007/s13312-011-0090-1
Gergely K, Lakos R (2013) Role of pediatricians in the diagnosis and therapy of dyslexia, dysgraphia and dyscalculia. Orv Hetil 154(6):209–218. https://doi.org/10.1556/oh.2013.29526
Dutt S, Ahuja NJ (2020) A novel approach of handwriting analysis for dysgraphia type diagnosis. Int J Adv Sci Technol 29(3):11812. http://sersc.org/journals/index.php/IJAST/article/view/29852
Reisman F, Severino L (2020) Dyscalculia assessment. In: Using creativity to address dyslexia, dysgraphia, and dyscalculia. Routledge, pp 89–120. https://doi.org/10.4324/9781003038313-10
Nagyová I (2017) E-learning environment as intelligent tutoring system. AIP Conf Proc 1863(1). https://doi.org/10.1063/1.4992244
Bisht A, Ahuja NJ (2020) Design and development of competency-based instructional model for instruction delivery for learning disabled using case based reasoning. Int J Rec Technol Eng 8(6):1847–1858. https://doi.org/10.35940/ijrte.f7998.038620
Zydney JM, Warner Z, Angelone L (2020) Learning through experience: using design based research to redesign protocols for blended synchronous learning environments. Comput Edu 143. https://doi.org/10.1016/j.compedu.2019.103678
Brandenburger J, Constapel M, Hellbrück H, Janneck M (2020) Analysis of types, positioning and appearance of visualizations in online teaching environments to improve learning experiences. In: Advances in Intelligent Systems and Computing, vol 963. Springer Verlag, pp 355–366. https://doi.org/10.1007/978-3-030-20135-7_35
Karampa V, Paraskeva F (2020) Smart learning environments: a blend of ICT achievements and smart pedagogy for the world sustainable development. In Advances in intelligent systems and computing, vol 1018. Springer Verlag, pp 482–488. https://doi.org/10.1007/978-3-030-25629-6_75
Nair MKC, Prasad C, Unni J, Bhattacharya A, Kamath SS, Dalwai S (2017) Consensus statement of the Indian Academy of Pediatrics on evaluation and management of learning disability. Indian Pediatr 54(7):574–580. https://doi.org/10.1007/s13312-017-1071-9
Bandla S, Mandadi GD, Bhogaraju A (2017) Specific learning disabilities and psychiatric comorbidities in school children in South India. Indian J Psychol Med 39(1):76–82. https://doi.org/10.4103/0253-7176.198950
Taur S, Karande S, Saxena AA, Gogtay NJ, Thatte UM (2014) Use of computerized tests to evaluate psychomotor performance in children with specific learning disabilities in comparison to normal children. Indian J Med Res 140:644–648
Padhy SK, Goel S, Das SS, Sarkar S, Sharma V, Panigrahi M (2016) Prevalence and patterns of learning disabilities in school children. Indian J Pediatr 83(4):300–306. https://doi.org/10.1007/s12098-015-1862-8
González-Valenzuela MJ, MartÃn-Ruiz I (2020) Effects of early intervention on the writing skills of pupils who present a risk of learning disabilities within spain’s early years and primary education system. Revista de Educacion 2020(388):85–106. https://doi.org/10.4438/1988-592X-RE-2020-388-448
Beckmann E, Minnaert A (2018) Non-cognitive characteristics of gifted students with learning disabilities: an in-depth systematic review. In: Frontiers in psychology. Frontiers Media S.A. https://doi.org/10.3389/fpsyg.2018.00504
Görker I (2020) The prevalence and gender differences in specific learning disorder. In: Learning disabilities—neurological bases, clinical features and strategies of intervention. IntechOpen. https://doi.org/10.5772/intechopen.90214
Asthana P, Hazela B (2020) Applications of machine learning in improving learning environment. In: Intelligent systems reference library, vol 163. Springer Science and Business Media Deutschland GmbH, pp 417–433. https://doi.org/10.1007/978-981-13-8759-3_16
Rose R, Narayan J, Matam S, Reddy Sambram P (2021) A comparison of provision and access to inclusive education for children with disabilities in a metropolitan city and a rural district in Telangana State, India. Edu Sci 11(3). https://doi.org/10.3390/educsci11030111
Kumar A, Singh N, Ahuja NJ (2017) Learning styles based adaptive intelligent tutoring systems: document analysis of articles published between 2001 and 2016. Int J Cogn Res Sci Eng Edu 5(2):83–98. https://doi.org/10.5937/IJCRSEE1702083K
Russell AM, Bryant L, House A (2017) Identifying people with a learning disability: an advanced search for general practice. Br J Gen Pract 67(665):e842–e850. https://doi.org/10.3399/bjgp17X693461
Chavan B, Rozatkar A (2014) Intellectual disability in India: charity to right based. Indian J Psychiatry. Medknow Publications. https://doi.org/10.4103/0019-5545.130477
Polat E, Adiguzel T, Akgun OE (2012) Adaptive web-assisted learning system for students with specific learning disabilities: a needs analysis study. Kuram ve Uygulamada Egitim Bilimleri 12(SUPPL. 4):3243–3258
Taymans JM, Kosaraju S (2012) Introduction to the journal of learning disabilities special issue: adults with learning disabilities in adult education. J Learn Disabil https://doi.org/10.1177/0022219411426860
Mehta M (2011) Use and abuse of specific learning disability certificates. Ind Psychiatry J 20(2):77. https://doi.org/10.4103/0972-6748.102471
Ariffin MM, Halim FAA, Arshad NI, Mehat M, Hashim AS (2019) Calculic kids© mobile app: The impact on educational effectiveness of dyscalculia children. Int J Innov Technol Explor Eng 8(8):701–705
Fanning E (2005) Formatting a paper-based survey questionnaire: best practices. Prac Assess Res Eval 10(12). Available online: http://pareonline.net/getvn.asp?v=10&n=12
Rao C, Sumathi TA, Midha R, Oberoi G, Kar B, Khan M, Singh NC (2021) Development and standardization of the DALI-DAB (dyslexia assessment for languages of India—dyslexia assessment battery). Ann Dyslexia. https://doi.org/10.1007/s11881-021-00227-z
O’Connor ES, Mahvi DM, Foley EF, Lund D, McDonald R (2010) Developing a practice-based learning and improvement curriculum for an academic general surgery residency. J Am Coll Surg 210(4):411–417. https://doi.org/10.1016/j.jamcollsurg.2010.01.017
Felder RM, Soloman BA (2017) Felder & Soloman: learning styles and strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Acknowledgements
This work is carried out at the University of Petroleum and Energy Studies (UPES), Dehradun, under grant bearing reference number SEED/TIDE/133/2016. The authors thankfully acknowledge the funding support received from Science for Equity Empowerment and Development (SEED) Division, Department of Science and Technology (DST) for the project. The authors thank the management of the University of Petroleum and Energy Studies for supporting the work and granting permission to publish it.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Ahuja, N.J., Thapliyal, M., Nayyar, A., Kumar, A. (2022). Designing of Learning Environment of an Intelligent Tutoring System for Academic Learning Needs of Learning-Disabled Learners Based on Survey Report of Region-Specific Target Group. In: Singh, P.K., Kolekar, M.H., Tanwar, S., Wierzchoń, S.T., Bhatnagar, R.K. (eds) Emerging Technologies for Computing, Communication and Smart Cities. Lecture Notes in Electrical Engineering, vol 875. Springer, Singapore. https://doi.org/10.1007/978-981-19-0284-0_29
Download citation
DOI: https://doi.org/10.1007/978-981-19-0284-0_29
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-19-0283-3
Online ISBN: 978-981-19-0284-0
eBook Packages: EngineeringEngineering (R0)