# Ability to Use Geometric Tools in Cabri Express, a Dynamic Geometry Software: A Comparative Analysis Between Neurotypical, and DCD Children.

Thomas Gauduel, Camille Roullet, Ludivine Hanssen, Colette Laborde, Joris

Mithalal, Alice Gomez

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Thomas Gauduel, Camille Roullet, Ludivine Hanssen, Colette Laborde, Joris Mithalal, et al. Ability to Use Geometric Tools in Cabri Express, a Dynamic Geometry Software: A Comparative Analysis Between Neurotypical, and DCD Children. Education, Jun 2025, LYON, France. hal-05177835

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Submitted on 23 Jul 2025

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# Ability to Use Geometric Tools in Cabri Express, a Dynamic Geometry Software: A Comparative Analysis Between Neurotypical, and DCD Children.

Authors: Gauduel¹, Roullet¹, Hanssen², Laborde³, Mithal² & Gomez¹

1 - Université Claude Bernard Lyon 1, CNRS, INSERM, CRNL U1028 UMR5292, EDUMLL, F-69500, Bron, France

2 - Université Claude Bernard Lyon 1, UR 4148 S2HEP, F-69622, Lyon, France

3 - Cabritog, society, Fontaine, Grenoble

thomas.gauduel@etu.univ-lyon1.fr

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DYSDYN

## Context :

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Children with Developmental Coordination Disorder (DCD) frequently display severe difficulties in geometry (Petitfour, 2018), linked to impaired force regulation and online motor adjustment (Hyde & Wilson, 2011; Law et al., 2011), and to frequent elementary visuospatial deficits (Pisella et al., 2021).

These challenges may constrain their access to spatial concepts and increase cognitive load during geometry learning, especially when tasks involve fine motor coordination.

This study investigates whether a dynamic geometry software -Cabri Express- can help compensate for these constraints by offloading motor and visuospatial demands.

Prior research shows that structured keyboard training improves writing fluency and liberates cognitive resources in DCD (Klein et al., 2008).

By analogy, we hypothesize that interactive geometry tools may similarly support higher-order reasoning by providing an accessible, supportive environment for learning, even without specific adaptations.

Cabri Express was selected based on its grounding in mathematics education research and the developer's commitment to inclusive design. And it combines tangible (e.g., set square) and abstract tools (e.g., perpendicular line), allowing users to dynamically explore geometric properties (Gauduel et al., 2024).

In this study, we evaluated children's first-time use of the standard version, without prior accommodations, after/before a short tutorial.

The objective is to assess usability and learning accessibility across diverse profiles, including children with and without DCD.

Can a dynamic geometry software like Cabri Express (standard version) serve as a compensatory tool that facilitates conceptual access and usability, particularly for children with DCD?

## Method :

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Neurotypical Children
N = 28; 9.9 years ± 1,2

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Children with DCD
N = 7; 10.34 years ± 1,6

### Psychometric Tests:

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MABC 2 (Henderson et al., 2007)

Motricity

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PVSE (Pisella et al., 2013)

Visuospatial

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TIPI (Petit & Pradis, 2023)

Reasoning

### Hypothesis:

Tutorial-first enhances performance for all children, with a greater benefit in those with DCD

Complex manipulations impair performance more in children with DCD than in neurotypical peers.

## Task Design :

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Standard version
of the DGS :
Cabri Express

Geometric task
with modality order :
* Tutorial → Exercises
or
* Exercises → Tutorial

### Manipulation with modality of difficulty:

* Simple : Single-click / right-click / Keyboard + click

* Complex : Drag-and-drop / Double-click / Triple-click

## Results :

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Interaction Trend on Tutorial Duration

* No significant main effects:
  Group ($F(1,31) = 1.034, p = .317$);
  Order ($F(1,31) = 0.314, p = .579$)

* Trend toward a Group × Order interaction
  ($F(1,31) = 2.712, p = .110$)

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Sample size reduced after excluded false answer of the geometric exercises.
Recruitment is ongoing to ensure statistical power (NT: N = 7; DCD: N = 3)

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Accuracy

Main effect of Manipulation:
$F(1,10) = 10.12, p = .010$
→ Simple Manipulation yielded higher accuracy than complex gestures.
No significant effects of Group ($F = 2.68, p = .133$) or Order ($p = 1.000$).
No significant interactions.

Manipulation

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Duration:

No significant main effects or interactions.

Manipulation:
$F(1,10) = 3.19, p = .104$
(trend)

Group: $F = 0.13, p = .727$

Order: $F = 0.58, p = .463$

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Descriptive trend:

* DCD children completed simple gestures faster when the tutorial was presented after the task.

* Neurotypical participants showed stable durations across conditions.

## Take Home Message :

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DCD children tend to slow down when the tutorial follows the exercises

Complex gestures challenge accuracy. Children with DCD are disproportionately impacted, especially when not familiarized beforehand. Tutorial first may buffer these effects. Since the beginning of the experiment, Cabri Express has been continuously developed, including gesture complexity and usability barriers for children with DCD

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Digital scaffolding may unlock higher-order reasoning in DCD children

Complex gestures impair accuracy, especially in DCD. Reducing motor-visuospatial load is key to support learning. Inspired by Klein et al. (2008), Cabri Express evolves to free cognitive resources and improve usability for DCD children.

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Digital tools can empower all learners if well introduced and adapted to their needs !

## What's Next?

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Manipulative difficulties in instrumented paper-based tasks for children (clumsy, or with DCD)

DYSDYN

A Collaborative Project

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Work in Progress

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Behavioural Data Analysis

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Eyetracking Data Analysis

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Identifying Motor Barriers to Improve Usability in DCD

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Towards a tailored digital learning environment

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Flash and Try

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Interface improvement

## References :

Hyde, C., & Wilson, P. H. (2011). Online motor control in children with developmental coordination disorder: Chronometric analysis of double-step reaching performance. *Child Care, Health and Development, 37(1), 111-122. https://doi.org/10.1111/j.1365-2214.2010.0124.x

Klein, P. S., Ni-Gal, O., & Daron, E. (2008). The use of assistive technology in teaching writing: From lower to higher-order writing processes. *British Journal of Educational Technology, 3(5), 924-944. https://doi.org/10.1111/j.1467-8515.2007.00718.x

Law, J., Barnett, A., & Mandich, A. (2011). Developmental coordination disorder and response inhibition: A pilot functional MRI study. *Archives of Clinical Neuropsychology, 26(5), 452-464.

Petitfour, E. (2018). *Troubles de la coordination motrice: de la clinique à l'accompagnement scolaire: l'asyse-les-Moulineaux*. Elsevier Masson.

Pisella, L., Berthoz, A., & Rossetti, Y. (2021). Visuospatial perception impairments in children with developmental coordination disorder: Evidence from neuropsychology and neuroscience. *Neuropsychologia, 127*, 107866. https://doi.org/10.1016/j.neuropsychologia.2021.107866

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RNL
Centre de Recherche

Neurosciences Lyon

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CABRILOG
Reussir en Maths & Sciences

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La Région
Auvergne-Rhône-Alpes

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Université Claude Bernard
Lyon 1

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Lyon 1