Designing a Mobile Application for Children with Dyslexia in Primary Education Using Augmented Reality

Lazo-Amado, Misael; Andrade–Arenas, Laberiano

doi:10.3991/ijim.v17i02.36869

Cited by 5 publications

(3 citation statements)

References 34 publications

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“…In terms of the use of graphics, there are three studies that interpreted haptic technology namely AR video (Hussain et al, VR video game (Rodríguez-Cano et al, 2021;Lazo-Amado & Andrade-Arenas, 2023). Haptic technology is a technology that applies tactile sensations when interacting with a physical or virtual environment through the user's movement, vibration, or force.…”

Section: The Use Of Technology In the Learning Of Dyslexic Childrenmentioning

confidence: 99%

Technology-based Interventions for Dyslexic Children: A Systematic Literature Review (SLR)

Yaacob,

Zakariya,

Mohd Rashid

2024

IJARBSS

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In modern society today, reading skills are increasingly important. Thus, any failure in mastering reading skills can limit an individual's potential to grow to an optimal level. The main importance of reading as a basic skill in modern life has prompted many studies to be carried out to implement more effective interventions in tandem with education that has changed dramatically in recent decades under the influence of the development of digital technology and the fourth industrial revolution (IR4.0). In this article, a review of the systematic literature (SLR) was conducted to identify current research on the use of technology in the implementation of reading skills teaching interventions to dyslexic pupils. The main objective of the study was to identify the use and effectiveness of the technologies used in meeting the learning needs of children with dyslexia. Three databases are used, namely Scopus, Web of Science and Google Scholar. Of the 318 articles that were screened, 46 relevant articles were accepted for analysis based on the appropriateness of the title and only 21 were included in the study after further screening. The results showed the use of different forms of technology such as audiobooks, text-to-speech (TTS), speech-to-text (STT); digital technologies such as computer software programs, gaming applications; haptic technologies such as virtual reality (VR) and augmented reality (AR); new technologies such as mulsemedia; robotic technologies in addition to the use of non-digital technologies. Studies have also found that the use of technology has a positive impact on the learning of dyslexic children, especially the mastery of reading skills. Studies have found that technology intergration in education provides a more enjoyable learning experience and increases children's motivation through a learning while playing approach. Therefore, the practice of Technological Pedagogical Content Knowledge (TPACK) should be enhanced among teachers. In addition, more studies are needed to identify the use of technology in the aspect of the diagnosis and management of dyslexic children in the future. This is because most individuals with disabilities such as dyslexia benefit from additional support that allows them to learn and function on their own.

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Section: The Use Of Technology In the Learning Of Dyslexic Childrenmentioning

confidence: 99%

Technology-based Interventions for Dyslexic Children: A Systematic Literature Review (SLR)

Yaacob,

Zakariya,

Mohd Rashid

2024

IJARBSS

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“…Tinkercad is a tool in charge of 3D designs or other varieties of basic options related to technology including programming in Arduino and circuit simulation, its utility is very intuitive and can be shared with the work team with hosting in the cloud [42,43,44]. The innovation team will start with the first process, which is to design the mobile prototype with the figma tool.…”

Section: Tinkercadmentioning

confidence: 99%

Mobile Prototype for the Early Stimulation of Autistic Children with Augmented Reality

Amado¹,

Arenas²

2023

IJETAE

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The Autism Spectrum Disorder is diagnosed from birth is why they must have early stimulation that helps them to control some characteristics, improving their attention, auditory stimulation, and their social stimulation. That is why we have the objective of designing a mobile prototype for early stimulation in children with autism. In the methodology we use Design Thinking which has five phases (Empathize, Define, Ideate, Prototype, Testing) which is responsible for analyzing and solving user needs by proposing innovative ideas, for the mobile prototype we use the Figma tool, with Tinkercad we make 3D models and for an augmented reality we use MetaClass Studio these three tools are complemented to meet our goal. Our results show the solution for each phase of our methodology with 80 people involved in the analysis and finding the main problems, which we are responsible for solving by proposing the mobile application with augmented reality being validated by experts, with a level of acceptance of 94% guaranteeing their approval of the project, The analysis of usability by those involved was very effective with a 96% by specialists in early stimulation, parents and children with autism, guaranteeing a satisfactory, efficient and easy to learn the application. Finally, the project was continuously improved with an analysis of the traditional early stimulation with the mobile application with augmented reality, complementing an optimisation in its use. Keywords—Autism; design thinking; figma; metaclass studio; tinkercad

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“…Digital cognitive training, especially within a home environment, yields improvements in memory, motivation, and the ability for long-term monitoring [1], [18], [19]. Involving users as co-designers plays a pivotal role in enhancing application design and tailoring it to the needs of specific user groups [20]- [22].…”

Section: Introductionmentioning

confidence: 99%

Enhancing Cognitive Performance and Monitoring through a Mobile App: Insights from the Rodi Study

Giannopoulou,

Vlamos,

Papalaskari

2023

Int. J. Onl. Eng.

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The prevalence of neurocognitive disorders has led to increased interest in mobile health applications (mHealth apps) for detection and training. However, there’s a need for apps that integrate comprehensive cognitive training, assessment, and monitoring in personalized contexts. The RODI app was meticulously developed with the objective of catering to individuals with deficits as well as healthy adults. In this study, 11 participants without diagnosed impairments used the app twice weekly for eight weeks. Results show a consistent enhancement in cognitive performance within the app over time. Notably, a discernible divergence is observed, with the rate of improvement appearing to be comparatively slower in the younger age group in contrast to their older counterparts. Furthermore, the study assesses the reliability of the application using the intraclass correlation coefficient (ICC), confirming its consistent performance across repeated administrations. Finally, the app’s capacity to monitor participants’ cognitive status across various domains is investigated, unveiling controlled variations that indicate foreseeable outcomes within defined parameters. These findings underscore RODI’s potential for cognitive enhancement and monitoring, offering insights into user needs and the broader significance of mobile app interventions for cognitive well-being and future research in this field.

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Designing a Mobile Application for Children with Dyslexia in Primary Education Using Augmented Reality

Cited by 5 publications

References 34 publications

Technology-based Interventions for Dyslexic Children: A Systematic Literature Review (SLR)

Technology-based Interventions for Dyslexic Children: A Systematic Literature Review (SLR)

Mobile Prototype for the Early Stimulation of Autistic Children with Augmented Reality

Enhancing Cognitive Performance and Monitoring through a Mobile App: Insights from the Rodi Study

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