Development and Usability Evaluation on Individualized Reading Enhancing Application for Dyslexia (IREAD): A Mobile Assistive Application

Burac, Michael Angelo P.; Cruz, Joana

doi:10.1088/1757-899x/803/1/012015

Cited by 9 publications

(13 citation statements)

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“…Twenty-eight studies have focused on the effects of external factors on the online learning outcomes of dyslexics when they act on them, and the exogenous factors involved are broadly: teachers' cognitive, behavioral, and instructional strategies (Kormos & Nijakowska, 2017;Novembli & Azizah, 2019, April;Heraty, 2021;Ibrahim, 2021), the learning environment and learning resources in which dyslexic individuals live (Pang & Jen, 2018;Lerga et al, 2021;Cancer et al, 2021;Thompson & Copeland, 2020;Forteza-Forteza, 2021;Kim, 2020), dyslexia-related learning system development (Alsobhi & Alyoubi, 2019;Alghabban et al, 2017;Burac & Cruz, 2020, April;Fung, 2022;Alghabban & Hendley, 2022, July;Cain & Fanshawe, 2021;Sari et al,2021;Rodríguez-Cano, 2021;Bhavana Srivastava, 2020), the…”

Section: Characteristics Of the Studymentioning

confidence: 99%

The Impact of Dyslexia on the Effectiveness of Online Learning: A Systematic Literature Review

Liu

Costa

Yasin

2023

SMC

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Dyslexia can have an impact on online learning outcomes. However, few studies have examined the association between dyslexia and online learning effectiveness. This systematic review focused on the effects of dyslexia on online learning effectiveness to conduct research in three major categories: analysis of impact, analysis of dyslexia on online learning, and analysis of interventions. A screening of two bibliographic databases identified 37 articles that met the inclusion criteria. The study determined that dyslexic learners are uncomforted with online learning and suffer from frustrated self-confidence and decreased academic performance in the learning process. It even affects the learners' evaluation of themselves and causes a decrease in self-efficacy. Among these, research on influencing factors can be divided into two dimensions: internal and external factors. Dyslexic learners are influenced by both the type of dyslexia and their psychological characteristics, as well as by teachers, teaching strategies, online educational environments, and educational media. These influences provide intervention strategies, such as developing customized online learning systems for dyslexic learners and exploring interventions in telerehabilitation medicine. However, no intervention strategies involve adjustments to the internal psychology of dyslexic learners and external support systems. Therefore, more research is needed to explore the differential impact of dyslexia on online learning and to understand the factors that produce this impact to provide a theoretical basis and direction for the generation of instructional strategies for dyslexics and the adaptation of online learning for dyslexics.

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Section: Characteristics Of the Studymentioning

confidence: 99%

The Impact of Dyslexia on the Effectiveness of Online Learning: A Systematic Literature Review

Liu

Costa

Yasin

2023

SMC

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“…On the other hand, Larco et al [39] developed Helpdys App to support children with dyslexia in word recognition, spelling, vocabulary, and photographic memory. Similarly, Burac and Cruz [40] build-up the IREAD, a mobile assistive application using unity 3D, in teaching reading and writing lessons for children with dyslexia. IREAD consists of three modules, learning module, evaluation module and history/reports module.…”

Section: Assistive Technology [Machine Learning (Ml) Approach]mentioning

confidence: 99%

A systematic review on interventions for children with dyslexia

Wai Wai,

Kee Jiar,

Handayani

2023

IJERE

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<span lang="EN-US">Dyslexia is often described as the most common learning disability among the students that affect their ability to read and write. Children with dyslexia persist to their reading difficulties into adolescence and adulthood if without effective intervention and instruction. Therefore, this paper aims to review on the current state of available interventions for children with dyslexia in Malaysia and compare the interventions conducted outside Malaysia instead of to identify the frequently used for assistive technology tools in improving literacy skills. A total of 30 articles published between 2009 and 2021 that met the inclusive criteria were downloaded from electronic databases such as Scopus, SpringerLink and ScienceDirect. The interventions were divided into two categories which are phonological-based and assistive technology-based. The findings indicated that most of the interventions are focused on assistive technology tools and mobile learning applications become the favorite choice in Malaysia to assist students with dyslexia in ameliorating their learning difficulties. However, the developed mobile learning applications are not focused on teaching phonics and combined all three language skills (reading, spelling, and writing) in an application. Hence, it is imperative that researchers in Malaysia take into account to develop more mobile learning applications that focus on English language phonics and encompass three language skills (reading, spelling and writing) in an application for students with dyslexia.</span>

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“…We targeted this group for several reasons. First, previous research, such as [ 8 , 18 ], has failed to consider the variations in skills and backgrounds among children with dyslexia in e-learning. As a result, learners report lower satisfaction and engagement [ 3 ].…”

Section: Case Studymentioning

confidence: 99%

“…As a result, learners report lower satisfaction and engagement [ 3 ]. Second, a number of studies utilised instructor evaluations of e-learning systems, ignoring the learners’ perspective [ 8 , 18 ]. Third, little research has targeted dyslexia in Arabic speakers [ 4 ].…”

Section: Case Studymentioning

confidence: 99%

Perceived Level of Usability as an Evaluation Metric in Adaptive E-learning

Alghabban

Hendley

2022

SN COMPUT. SCI.

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The global spread of COVID-19 has shifted the learning process towards e-learning. In this context, a critical challenge for researchers is to understand and evaluate the effectiveness of e-learning, especially when the learning is adapted to the needs of individual users. In this work we argue that the learner’s perception of the level of usability of a system is a valuable metric that gives an insight into the learners’ engagement and motivation to learn. Little attention has been paid to this metric. In this paper we explore why this is important and valuable. We present a case study which uses the System Usability Scale (SUS) questionnaire to measure the user’s perception of usability as an indirect (proxy) measure of engagement. A between-subject experiment was conducted with 41 learners with dyslexia. The intervention group used the adaptive version of the e-learning system that matched the material to the needs of the learner. The control group used a standard version. At the end, learning gain and SUS scores were assessed. The correlation between learning performance and the perceived level of usability was positive and moderate (0.517, p < 0.05) among participants in the intervention group. However, learning performance and perceived level of usability were unrelated in the control group (− 0.364, p > 0.05). From this, and other work, it appears that using a learner’s assessment of the usability of a system is an effective way to measure their attitude to their learning. It reflects their perception of its suitability to their needs and this, in turn, is likely to affect their engagement and motivation. As such, this provides an effective instrument to judge whether adaptation based on learner needs has been successful.

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Development and Usability Evaluation on Individualized Reading Enhancing Application for Dyslexia (IREAD): A Mobile Assistive Application

Cited by 9 publications

References 10 publications

The Impact of Dyslexia on the Effectiveness of Online Learning: A Systematic Literature Review

The Impact of Dyslexia on the Effectiveness of Online Learning: A Systematic Literature Review

A systematic review on interventions for children with dyslexia

Perceived Level of Usability as an Evaluation Metric in Adaptive E-learning

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