The Role of Number Animation Videos in Improving the Arithmetic Ability of Children with Dyscalculia: A Literature Review
Keywords:
animated number videos, arithmetic skills, dyscalculia, learning media, literature review.
Abstract
This study aims to analyze the role of animated number videos in improving the numeracy skills of children with dyscalculia through a literature review. The method used is a Systematic Literature Review (SLR) by reviewing 20 relevant scientific articles from various databases, namely Google Scholar, DOAJ, ERIC, and Scopus-indexed journals, in the publication period 2015–2025. Article selection was carried out through the identification stage, title and abstract screening, and full-text review based on predetermined inclusion and exclusion criteria. The results of the study indicate that visual and audiovisual media, including animated videos, generally have a positive influence on mathematics learning, especially in improving conceptual understanding, learning motivation, and student learning outcomes. In children with dyscalculia, various studies also show that digital-based interventions, such as multimedia, educational games, and mobile learning, are effective in improving numeracy and arithmetic operations. However, research specifically discussing animated number videos in children with dyscalculia is still limited. Therefore, animated number videos have the potential to be developed as a learning medium that is more adaptive, concrete, and appropriate to the learning needs of children with dyscalculia
References
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Amelia, W., & Supena, A. (2022). Mathematics Learning Strategy for Dyscalculia Students in Elementary School. Jurnal Kependidikan, 8(1), 209–219. https://doi.org/10.33394/jk.v8i1.4700
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Apriadi, H. (2021). Pengembangan video animasi matematika dengan pendekatan kontekstual untuk meningkatkan pemahaman konsep matematika. JNPM (Jurnal Nasional Pendidikan Matematika), 5(1), 173–187. https://doi.org/10.33603/jnpm.v5i1.3621
Benavides-Varela, S., Zandonella Callegher, C., Fagiolini, B., Leo, I., & Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis. Computers & Education, 157, 103953.
Bulkani, Fatchurahman, M., Adella, H., & Setiawan, M. A. (2022). Development of Animation Learning Media Based on Local Wisdom to Improve Student Learning Outcomes in Elementary Schools. International Journal of Instruction, 15(1), 55–72. https://doi.org/10.29333/iji.2022.1514a
Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Science, 332(6033), 1049–1053.
Cheng, D., Xiao, Q., Cui, J., Chen, C., Zeng, J., Chen, Q., & Zhou, X. (2020). Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception. Developmental Science, 23(4). https://doi.org/10.1111/desc.12910
Devisri, K., & Tharani, S. (2021). An Effect Of Mathematical Intervention Strategies For Dyscalculia Students. Journal of Language and Linguistic Studies, 17(4), 3496–3500.
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Firdaus, D. F., Suripah, & Angraini, L. M. (2023). Development of Animated Video-Based Mathematics Learning Media Using Adobe After Effect on The Three-dimensional Material to Improve Mathematical Literacy. Kreano, Jurnal Matematika Kreatif-Inovatif, 14(2), 267–279.
Günbaş, N. (2020). Students Solve Mathematics Word Problems in Animated Cartoons. Malaysian Online Journal of Educational Technology, 8(2). http://dx.doi.org/10.17220/mojet.2020.02.004
Hornos-Arias, J., dkk. (2025). Early Detection and Intervention of Developmental Dyscalculia Using Serious Game-Based Digital Tools: A Systematic Review. Information (MDPI), 16(9), 787.
Kohn, J., Rauscher, L., Kucian, K., Käser, T., Wyschkon, A., Esser, G., & von Aster, M. (2020). Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia. What Influences Individual Responsiveness?. Frontiers in Psychology, 11, 1115. https://doi.org/10.3389/fpsyg.2020.01115
Kartika, R. A., Apriza, B., & Darwanto. (2025). The Effectiveness of Using Animated Videos in Learning Mathematics to Improve Student Learning Outcomes in Elementary Schools: A Systematic Literature Review. Indonesian Journal of Educational Research and Review, 8(1). https://doi.org/10.23887/ijerr.v8i1.88016
Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197
Mohammed, I. A., & Bello, A. (2024). Performance of mathematics students using video learning in flipped and flipped collaborative learning settings. Pedagogical Research, 9(3), em0213. https://doi.org/10.29333/pr/14699
Morsanyi, K., van Bers, B. M. C. W., O’Connor, P. A., & McCormack, T. (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. British Journal of Psychology, 109(4), 917–940. https://doi.org/10.1111/bjop.12322
OECD. (2019). PISA 2018 results. OECD Publishing.
Ojo, S. G. (2022). Effects of Animated Instructional Packages on Achievement and Interest of Junior Secondary School Student in Algebra. Mathematics Teaching Research Journal, 14(1).
Ramadhan, M. M., Valenda, C., Renzaputri, S. B., Sabiq, A., Putra, V. H. C., dkk. (2023). Development of Gamified Mathematics Learning Material for Treating Children With Dyscalculia at Age 4–6 Years Old. 2023 7th International Conference on New Media Studies (CONMEDIA). https://doi.org/10.1109/CONMEDIA60526.2023.10428235
Twiningsih, A., Gunarhadi, & Musadad, A. A. (2024). Empowering Gamification-Based Mobile Learning Media To Improve Mathematics Learning Outcomes For Dyscalculia Students. JETL (Journal of Education, Teaching and Learning), 9(1), 66–73. https://dx.doi.org/10.26737/jetl.v9i1.4899
Wang, F., & Jamaludin, A. (2025). Neural investigations of a digital-game based intervention for young learners with mathematical developmental variability. Neuroscience, 577, 272–281. https://doi.org/10.1016/j.neuroscience.2025.05.001
Yaftian, N., & Barghamadi, S. (2022). The effect of teaching using multimedia on mathematical anxiety and motivation. Journal of Research and Advances in Mathematics Education, 7(2), 55–63. https://doi.org/10.23917/jramathedu.v7i2.16141
.
Akmalia, R., Fajriana, F., Rohantizani, R., Nufus, H., & Wulandari, W. (2021). Development of powtoon animation learning media in improving understanding of mathematical concept. Malikussaleh Journal of Mathematics Learning, 4(2), 105–116. https://doi.org/10.29103/mjml.v4i2.5710
Amelia, W., & Supena, A. (2022). Mathematics Learning Strategy for Dyscalculia Students in Elementary School. Jurnal Kependidikan, 8(1), 209–219. https://doi.org/10.33394/jk.v8i1.4700
Anjarsari, E., Farisdianto, D. D., & Asadullah, A. W. (2020). Pengembangan Media Audiovisual Powtoon pada Pembelajaran Matematika untuk Siswa Sekolah Dasar. JMPM: Jurnal Matematika dan Pendidikan Matematika, 5(2), 40–50. https://doi.org/10.26594/jmpm.v5i2.2084
Apriadi, H. (2021). Pengembangan video animasi matematika dengan pendekatan kontekstual untuk meningkatkan pemahaman konsep matematika. JNPM (Jurnal Nasional Pendidikan Matematika), 5(1), 173–187. https://doi.org/10.33603/jnpm.v5i1.3621
Benavides-Varela, S., Zandonella Callegher, C., Fagiolini, B., Leo, I., & Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis. Computers & Education, 157, 103953.
Bulkani, Fatchurahman, M., Adella, H., & Setiawan, M. A. (2022). Development of Animation Learning Media Based on Local Wisdom to Improve Student Learning Outcomes in Elementary Schools. International Journal of Instruction, 15(1), 55–72. https://doi.org/10.29333/iji.2022.1514a
Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Science, 332(6033), 1049–1053.
Cheng, D., Xiao, Q., Cui, J., Chen, C., Zeng, J., Chen, Q., & Zhou, X. (2020). Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception. Developmental Science, 23(4). https://doi.org/10.1111/desc.12910
Devisri, K., & Tharani, S. (2021). An Effect Of Mathematical Intervention Strategies For Dyscalculia Students. Journal of Language and Linguistic Studies, 17(4), 3496–3500.
Dowker, A. (2024). Developmental Dyscalculia in Relation to Individual Differences in Mathematical Development. Pediatrics/Children (MDPI).
Fatwana, H., dkk. (2023). The Use of Learning Aids for Dyscalculia: Systematic Literature Review. Al-Ishlah: Jurnal Pendidikan.
Firdaus, D. F., Suripah, & Angraini, L. M. (2023). Development of Animated Video-Based Mathematics Learning Media Using Adobe After Effect on The Three-dimensional Material to Improve Mathematical Literacy. Kreano, Jurnal Matematika Kreatif-Inovatif, 14(2), 267–279.
Günbaş, N. (2020). Students Solve Mathematics Word Problems in Animated Cartoons. Malaysian Online Journal of Educational Technology, 8(2). http://dx.doi.org/10.17220/mojet.2020.02.004
Hornos-Arias, J., dkk. (2025). Early Detection and Intervention of Developmental Dyscalculia Using Serious Game-Based Digital Tools: A Systematic Review. Information (MDPI), 16(9), 787.
Kohn, J., Rauscher, L., Kucian, K., Käser, T., Wyschkon, A., Esser, G., & von Aster, M. (2020). Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia. What Influences Individual Responsiveness?. Frontiers in Psychology, 11, 1115. https://doi.org/10.3389/fpsyg.2020.01115
Kartika, R. A., Apriza, B., & Darwanto. (2025). The Effectiveness of Using Animated Videos in Learning Mathematics to Improve Student Learning Outcomes in Elementary Schools: A Systematic Literature Review. Indonesian Journal of Educational Research and Review, 8(1). https://doi.org/10.23887/ijerr.v8i1.88016
Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197
Mohammed, I. A., & Bello, A. (2024). Performance of mathematics students using video learning in flipped and flipped collaborative learning settings. Pedagogical Research, 9(3), em0213. https://doi.org/10.29333/pr/14699
Morsanyi, K., van Bers, B. M. C. W., O’Connor, P. A., & McCormack, T. (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. British Journal of Psychology, 109(4), 917–940. https://doi.org/10.1111/bjop.12322
OECD. (2019). PISA 2018 results. OECD Publishing.
Ojo, S. G. (2022). Effects of Animated Instructional Packages on Achievement and Interest of Junior Secondary School Student in Algebra. Mathematics Teaching Research Journal, 14(1).
Ramadhan, M. M., Valenda, C., Renzaputri, S. B., Sabiq, A., Putra, V. H. C., dkk. (2023). Development of Gamified Mathematics Learning Material for Treating Children With Dyscalculia at Age 4–6 Years Old. 2023 7th International Conference on New Media Studies (CONMEDIA). https://doi.org/10.1109/CONMEDIA60526.2023.10428235
Twiningsih, A., Gunarhadi, & Musadad, A. A. (2024). Empowering Gamification-Based Mobile Learning Media To Improve Mathematics Learning Outcomes For Dyscalculia Students. JETL (Journal of Education, Teaching and Learning), 9(1), 66–73. https://dx.doi.org/10.26737/jetl.v9i1.4899
Wang, F., & Jamaludin, A. (2025). Neural investigations of a digital-game based intervention for young learners with mathematical developmental variability. Neuroscience, 577, 272–281. https://doi.org/10.1016/j.neuroscience.2025.05.001
Yaftian, N., & Barghamadi, S. (2022). The effect of teaching using multimedia on mathematical anxiety and motivation. Journal of Research and Advances in Mathematics Education, 7(2), 55–63. https://doi.org/10.23917/jramathedu.v7i2.16141
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Published
2026-07-05
How to Cite
Ashya Firdausy Ramadhanti, Sujarwanto, & Endang Pudjiastuti Sarinah. (2026). The Role of Number Animation Videos in Improving the Arithmetic Ability of Children with Dyscalculia: A Literature Review. International Journal of Education, Vocational and Social Science , 5(03), 3835-3848. https://doi.org/10.63922/ijevss.v5i03.4840
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