{"dataset":{"id":"61158","dataset_id":"on006260","name":"Dataset of psychophysiological data from children with learning difficulties who strengthen reading and math skills through assistive technology","description":"This dataset comprises psychometric and electroencephalographic (EEG) data collected from Mexican children with reading or math learning difficulties, aimed at evaluating the efficacy of the assistive online learning platform Smartick in improving academic skills. Data were collected from 76 subjects across two study groups (reading and math difficulties), each divided into experimental and control subgroups, with EEG and psychometric assessments performed before and after a three-month intervention period. The EEG recordings include resting-state and task-related conditions (reading comprehension or arithmetic problem solving), accompanied by psychometric measures such as reading speed, comprehension, math skills, selective attention, and IQ.","owner_user_id":15,"status":"active","github_repo":"nemarDatasets/on006260","concept_doi":"10.82901/nemar.on006260","latest_version_doi":"10.82901/nemar.on006260.v1.0.0","created_at":"2026-06-28 18:01:01","updated_at":"2026-08-19 00:48:19","zenodo_concept_id":null,"is_sandbox":0,"visibility":"public","ezid_status":"public","enrichment_json":"{\n  \"version\": \"2.0\",\n  \"pipeline_stage\": \"validated\",\n  \"title\": \"Dataset of psychophysiological data from children with learning difficulties who strengthen reading and math skills through assistive technology\",\n  \"description\": \"This dataset comprises psychometric and electroencephalographic (EEG) data collected from Mexican children with reading or math learning difficulties, aimed at evaluating the efficacy of the assistive online learning platform Smartick in improving academic skills. Data were collected from 76 subjects across two study groups (reading and math difficulties), each divided into experimental and control subgroups, with EEG and psychometric assessments performed before and after a three-month intervention period. The EEG recordings include resting-state and task-related conditions (reading comprehension or arithmetic problem solving), accompanied by psychometric measures such as reading speed, comprehension, math skills, selective attention, and IQ.\",\n  \"methods_description\": \"Participants underwent two EEG sessions (pre- and post-intervention), each including a 3-minute eyes-open resting-state recording and a task-related recording. For the reading difficulties group, tasks involved reading aloud and answering comprehension questions; for the math difficulties group, tasks involved solving two blocks of 20 arithmetic operations. Psychometric assessments included spelling, reading speed, reading comprehension, math knowledge, reaction time, selective attention, and IQ tests. EEG data were stored in .set format following BIDS conventions.\",\n  \"license\": \"CC0\",\n  \"dataset_type\": \"raw\",\n  \"authors\": {\n    \"César E. Corona-González\": {},\n    \"Claudia Rebeca De Stefano-Ramos\": {},\n    \"Juan Pablo Rosado-Aíza\": {},\n    \"David I. Ibarra-Zarate\": {},\n    \"Fabiola R. Gómez-Velázquez\": {},\n    \"Luz María Alonso-Valerdi\": {}\n  },\n  \"keywords\": [\n    {\n      \"term\": \"EEG\"\n    },\n    {\n      \"term\": \"Learning Disabilities\",\n      \"subject_scheme\": \"MeSH\",\n      \"value_uri\": \"http://id.nlm.nih.gov/mesh/D007859\"\n    },\n    {\n      \"term\": \"reading skills\"\n    },\n    {\n      \"term\": \"mathematics skills\"\n    },\n    {\n      \"term\": \"assistive technology\"\n    },\n    {\n      \"term\": \"children\"\n    },\n    {\n      \"term\": \"cognitive intervention\"\n    }\n  ],\n  \"related_identifiers\": [\n    {\n      \"identifier\": \"10.18112/openneuro.ds006260.v1.0.1\",\n      \"identifier_type\": \"DOI\",\n      \"relation_type\": \"IsDerivedFrom\"\n    },\n    {\n      \"identifier\": \"https://github.com/nemarDatasets/on006260\",\n      \"identifier_type\": \"URL\",\n      \"relation_type\": \"IsDescribedBy\"\n    },\n    {\n      \"identifier\": \"https://nemar.org/dataset/on006260\",\n      \"identifier_type\": \"URL\",\n      \"relation_type\": \"IsDescribedBy\"\n    }\n  ],\n  \"funding_references\": [\n    {\n      \"funder_name\": \"Tecnologico de Monterrey\"\n    },\n    {\n      \"funder_name\": \"CONAHCYT\",\n      \"award_number\": \"894658\"\n    }\n  ],\n  \"resource_type_specific\": \"EEG Dataset\",\n  \"modalities\": [\n    \"eeg\"\n  ],\n  \"sizes\": [\n    \"3.0 GB (480 files)\"\n  ],\n  \"formats\": [\n    \".ced\",\n    \".jpeg\",\n    \".jpg\",\n    \".json\",\n    \".md\",\n    \".png\",\n    \".set\",\n    \".tsv\",\n    \".xlsx\",\n    \".yml\"\n  ],\n  \"source_hash\": \"626e25d292df757b47410c80292f82d007d2ebd0914ede1eb6b76c1fb9bceca2\"\n}","last_activity_at":"2026-06-28 18:01:01","source":"openneuro","source_id":"ds006260","subject_count":76,"modalities":"eeg","age_min":7,"age_max":13,"file_size":2962633340,"total_files":1445,"tasks":"SmartickDataset","metadata_columns_error":null,"staleness_warn_stage":null,"staleness_admin_notified_at":null,"authors":"César E. Corona-González, Claudia Rebeca De Stefano-Ramos, Juan Pablo Rosado-Aíza, David I. Ibarra-Zarate, Fabiola R. Gómez-Velázquez, Luz María Alonso-Valerdi","license":"CC0","readme":"[![DOI](https://img.shields.io/badge/DOI-10.82901%2Fnemar.on006260-blue)](https://doi.org/10.82901/nemar.on006260)\n\n# README                                                                                                                      \n              \n## Authors\nCésar E. Corona-González, Claudia Rebeca De Stefano-Ramos, Juan Pablo Rosado-Aíza, Fabiola R Gómez-Velázquez, David I. Ibarra-Zarate, Luz María Alonso-Valerdi\n\n##  Contact person                                                                                                          \nCésar E. Corona-González\n\n https://orcid.org/0000-0002-7680-2953\n\na00833959@tec.mx\n\n## Project name\nPsychophysiological data from Mexican children with learning difficulties who strengthen reading and math skills by assistive technology\n\n## Year that the project ran\n2023\n                                                                                                                    \n##  Brief overview of the tasks in the experiment                                                                           \n\nThe current dataset consists of psychometric and electrophysiological data from children with reading or math learning difficulties. These data were collected to evaluate improvements in reading or math skills resulting from using an online learning method called Smartick. \n\nThe psychometric evaluations from children with reading difficulties encompassed: spelling tests, where 1) orthographic and 2) phonological errors were considered, 3) reading speed, expressed in words read per minute, and 4) reading comprehension, where multiple-choice questions were given to the children. The last 2 parameters were determined according to the [standards from the Ministry of Public Education](https://rarchivoszona33.files.wordpress.com/2012/10/manual_fomento.pdf) (Secretaría de Educación Pública in Spanish) in Mexico. On the other hand, group 2 assessments embraced: 1) an assessment of general mathematical knowledge, as well as 2) the hits percentage, and 3) reaction time from an arithmetical task. Additionally, selective attention and intelligence quotient (IQ) were also evaluated.\n\nThen, individuals underwent an EEG experimental paradigm where two conditions were recorded: 1) a 3-minute eyes-open resting state and 2) performing either reading or mathematical activities. EEG recordings from the reading experiment consisted of reading a text aloud and then answering questions about the text. Alternatively, EEG recordings from the math experiment involved the solution of two blocks with 20 arithmetic operations (addition and subtraction). Subsequently, each child was randomly subcategorized as 1) the experimental group, who were asked to engage with Smartick for three months, and 2) the control group, who were not involved with the intervention. Once the 3-month period was over, every child was reassessed as described before.\n                                                                                                    \n##  Description of the contents of the dataset                                                                              \n\nThe dataset contains a total of 76 *subjects* **(sub-)**, where two study groups were assessed: 1) *reading difficulties* **(R)** and 2) *math difficulties* **(M)**. Then, each individual was subcategorized as *experimental subgroup* **(e)**, where children were compromised to engage with Smartick, or *control subgroup*  **(c)**, where they did not get involved with any intervention.\n\nEvery subject was followed up on for three months. During this period, each subject underwent two EEG sessions, representing the *PRE-intervention* **(ses-1)** and the *POST-intervention* **(ses-2)**. \n\nThe EEG recordings from the reading difficulties group consisted of a *resting state condition* **(run-1)** and while performing *active reading and reading comprehension activities* **(run-2)**. On the other hand, EEG data from the math difficulties group was collected from a *resting state condition* **(run-1)** and when *solving two blocks of 20 arithmetic operations* **(run-2 and run-3)**. All EEG files were stored in .set format. The nomenclature and description from filenames are shown below:\n\n| Nomenclature             |   Description              |\n|--------------------------------  |---------------------------         | \n|              sub-                    |            Subject                   |\n|                M                      |       Math group               |\n|                R                       |    Reading group             |\n|              c                          |    Control subgroup        |\n|              e                          |  Experimental subgroup|\n|              ses-1                   |    PRE-intervention  |\n|              ses-2                   | POST-Intervention  |\n|              run-1                  |  EEG for baseline     |\n|              run-2                  |  EEG for reading activity, or the first block of math|\n|              run-3                  |  EEG for the second block of math|\n\nExample: the file *sub-Rc11_ses-1_task-SmartickDataset_run-2_eeg.set* is related to:\n- The 11th subject from the reading difficulties group, control subgroup (sub-Rc11).\n- EEG recording from the PRE-intervention (ses-1) while performing the reading activity (run-2)\n    \n                                                                                                                  \n##  Independent variables                                                                                                   \n- Study groups:\n    + Reading difficulties\n      * Control: children did not follow any intervention\n      * Experimental: Children used the reading program of Smartick for 3 months\n    + Math difficulties\n        * Control: children did not follow any intervention\n        * Experimental: Children used the math program of Smartick for 3 months\n- Condition: \n    + PRE-intervention: first psychological and electroencephalographic evaluation\n    + POST-intervention: second psychological and electroencephalographic evaluation\n                                                               \n##  Dependent variables                                                                                                     \n- *Psychometric data from the reading difficulties group*:\n   * Orthographic_ERR: number of orthographic errors.\n   * Phonological_ERR: number of phonological errors.\n   * Selective_Attention: score from the selective attention test.\n   * Reading_Speed: reading speed in words per minute.\n   * Comprehension: score on a reading comprehension task.\n   * GROUP: C for the control group, E for the experimental group.\n   * GENDER: M for male, F for Female.\n   * AGE: age at the beginning of the study.\n   * IQ: intelligence quotient.\n\n- *Psychometric data from the math difficulties group*:\n   * WRAT4: score from the WRAT-4 test.\n   * hits: hits during the EEG acquisition [%].\n   * RT: reaction time during the EEG acquisition [s].\n   * Selective_Attention: score from the selective attention test.\n   * GROUP: C for the control Group, E for the experimental group.\n   * GENDER: M for male, F for female.\n   * AGE: age at the beginning of the study.\n   * IQ: intelligence quotient.      \n\n**Psychometric data can be found in the *01_Psychometric_Data.xlsx* file**\n\n- *Engagement percentage within Smartick (only for experimental group)*\n    * These values represent the engagement percentage through Smartick. \n    * Students were asked to get involved with the online method for learning for 3 months, 5 days a week. \n    * Greater values than 100% denote participants who regularly logged in more than 5 days weekly.\n\n**Engagement percentage be found in the *05_SessionEngagement.xlsx* file**\n\n##  Methods                                                                                                                    \n### Subjects                                                                                                                  \nSeventy-six Mexican children between 7 and 13 years old were enrolled in this study. \n\n### Information about the r","bids_version":"1.8.0","sessions_count":2,"publish_date":null,"embedding_dirty":0,"license_tier":"public","zarr_status":"ready","zarr_converted_at":"2026-08-24 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