Enhancing learning skills in children by using assistive technology: a psychophysiological database

TL;DR

This study provides a dataset showing how assistive technology like Smartick affects learning and brain activity in children with reading or math difficulties.

Contribution

The paper introduces a novel psychophysiological dataset linking assistive technology use with EEG and psychometric outcomes in children.

Findings

EEG data was collected before and after using Smartick to assess brain activity changes.

Psychometric assessments showed learning improvements in children who used Smartick.

The dataset includes detailed records of engagement and performance metrics from the intervention.

Abstract

The present dataset provides psychometric and electroencephalographic information from children with either reading or math difficulties. This data was collected before and after children utilized Smartick, an assistive technology that boosts reading and math proficiency. This dataset aims to understand how assistive technology can support learning in children.

Seventy-six Mexican children aged 7 to 13 were recruited for this study. Every child underwent a psychometric assessment to identify learning difficulties. Then, each child was categorized within the group of reading difficulties or math difficulties. After that, children underwent electroencephalographic recording in two conditions: (1) resting state and (2) while performing reading or math activities. Each child was reallocated to (1) the experimental subgroup, which interacted with Smartick, and (2) the control subgroup, which did not enroll in the intervention. Finally, psychometric and electroencephalographic (EEG) data were collected again after a three-month follow-up period. All electroencephalographic recordings are presented in set format. The authors also share different .xlsx files describing: (1) psychometric results throughout the study, (2) the availability of electroencephalographic data, event list within the electroencephalographic recordings during (3) reading activities and (4) math activities, and (5) the engagement percentage with Smartick in the experimental group.

The online version contains supplementary material available at 10.1186/s13104-025-07499-3.