Impact of Math Ludo on Skills in Students with Dyscalculia

Creative teaching approaches that incorporate game-based strategies and foster dynamic learning environments can greatly enhance the educational experience for students with diverse learning needs. This study examines the pedagogical effectiveness of Math Ludo, an original board game developed through a graduate-level educational games course, as an intervention tool for students with dyscalculia. The game mechanics incorporate dice-based navigation, numerical station challenges, and peer interaction dynamics to enhance core competencies in (1) basic arithmetic operations, (2) numerical magnitude understanding, (3) sustained attention, and (4) mathematical anxiety reduction. The study adopted a small-N, mixed-methods case study design rooted in special education research traditions. This design allowed for the integration of both quantitative and qualitative data streams to explore individualized instructional responses. Two first-grade participants with clinically diagnosed dyscalculia completed two one-hour gameplay sessions per week for seven weeks, following ethical research protocols. Quantitative assessment via the standardized KeyMath-3 test revealed score improvements of 42% and 58% for Student A and B, respectively, from baseline to post-intervention, with sustained progress observed at a two-week follow-up. Qualitative analysis of teacher-reported metrics demonstrated a 51% reduction in math-avoidance behaviors, a 60% increase in peer learning interactions, and a 65% improvement in task engagement duration. Mixed-methods analysis identified key success factors, including multi-modal reinforcement through tactile (dice), visual (game board), and verbal (peer negotiation) stimuli. These factors include error normalization via chance elements, which reduces performance anxiety, and progressive difficulty scaling matching participants' Zone of Proximal Development. Results suggest that games like Math Ludo, instructionally designed for specific learning objectives, can effectively bridge cognitive gaps in dyscalculia intervention by combining social-emotional learning components, strategic mathematical decision-making, and progressive task design. These results support the utility of well-designed educational games as tailored interventions for cognitive and emotional challenges associated with dyscalculia. Future research should evaluate scalability across broader and more diverse student populations.Top of Form