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Studies on our learning software

This page gives an overview of studies carried out to date, what they investigated and what the results showed.







Efficacy of a computer-based learning program in children with developmental dyscalculia. What influences individual responsiveness?
This study used Calcularis 2.0 with additional training forms. It found that the subjects improved their arithmetic skills even more than with older versions of Calcularis, which the authors attributed in particular to the new training forms and the new reward system (zoo). Read the study

Calcularis

Effekte des Calcularis-Trainings | Teil 2: Veränderungen psychosozialer Merkmale (Effects of Calcularis training | part 2: changes in psychosocial characteristics)
Continuing on from Part 1, which appeared in the same publication, this study looked at the influence of Calcularis on mental irregularities, maths performance anxiety and the children's own perception of their skills. In particular, it aimed to find out whether Calcularis training could lead to a measurable improvement in these characteristics. Read the study

Calcularis

Effekte des Calcularis-Trainings | Teil 1: Domänen-spezifische Veränderungen (Effects of Calcularis training | part 1: domain-specific changes)
Kohn, J. et al, 2017, Lernen und Lernstörungen This publication looked at the direct, longer-term effects of Calcularis. The children who participated in the study trained for 20 minutes five days per week over a period of six to eight weeks (altogether, on a minimum of 24 occasions). Their progress was studied directly after the […] Read the study

Calcularis

Evaluation of a computer-based training program for enhancing arithmetic skills and spatial number representation in primary school children
Rauscher L., et al, 2016, Frontiers in Psychology The authors of this study instructed one third of the participants to practise with Calcularis and another third to practise with Orthograph (the training control group). The remaining third was used as a waiting control group and did not participate in any training. At the end of […] Read the study

Calcularis

Calcularis – evaluation of a computer based learning program for enhancing numerical cognition for children with developmental dyscalculia
by Aster M., et al, 2015, AACAP The goal of this study was to determine whether Calcularis was also capable of helping younger students improve the numeracy skills in which they showed the greatest need for support. In addition, the study investigated whether the children’s anxiety about maths could be reduced by the training. The […] Read the study

Calcularis

Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition
Kaeser T., et al, 2013, Frontiers in Psychology The purpose of this article was both to introduce the key concepts of Calcularis (user-specific adaptations, multisensory learning, modelling of the neurological development process) and to present the results of the first Calcularis study, the aim of which was to show whether pupils were better able to […] Read the study

Calcularis

Mental number line training in children with developmental dyscalculia
Kucian K., Grond U., et al., 2011, NeuroImage Using a predecessor version of Calcularis, this study set out to verify whether or not computer-based training was capable of improving the neurological development of number of processing and, in particular, of facilitating its automation. The predecessor featured the current country game, which is designed to train […] Read the study

Calcularis

Computer-based learning of spelling skills in children with and without dyslexia
Kast M., Meyer M., et al., 2007, Restorative Neurology and Neuroscience 25 The first ever Alemira-related study investigated whether Alemira School’s visual and auditory training was fundamentally capable of promoting better spelling skills in children both with and without dyslexia. As part of the study, two experimental groups, each consisting of a mix of dyslexic […] Read the study

Orthograph

Computer-based multisensory learning in children with developmental dyslexia
Kast M., Meyer M., et al., 2007, Restorative Neurology and Neuroscience 25 The first ever Alemira-related study investigated whether Alemira School’s visual and auditory training was fundamentally capable of promoting better spelling skills in children both with and without dyslexia. As part of the study, two experimental groups, each consisting of a mix of dyslexic […] Read the study

Orthograph