An evaluation of accessibility of e-learning for dyslexic students

Alsobhi, Aisha; Abeysinghe, Geetha

doi:10.1109/ctit.2013.6749468

Cited by 9 publications

(9 citation statements)

References 6 publications

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“…Some papers described the risks of a design approach based on a general and average idea of students without LDs ( Kent et al, 2018 ). For Beacham and Alty (2006) the e-learning materials commonly employed were developed with the needs and capabilities of non-dyslexic learners in mind; clearly, resources do not generally take into consideration the individual learning approaches that these students manifest ( Alsobhi and Abeysinghe, 2013 ; Chen et al, 2015 ; Luongo, 2018 ). Chen et al (2015) also underline this point, observing that empirically derived guidelines for designing accessible online learning environments for learners with dyslexia are still scarce.…”

Section: Resultsmentioning

confidence: 99%

Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

et al. 2021

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What are the main learning difficulties or advantages encountered by students with learning disabilities (LDs) within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from the references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools.

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Section: Resultsmentioning

confidence: 99%

Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

et al. 2021

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“…2) Programming-Related Variables: Alsobhi and Abeysinghe [7] claim that dyslexia is associated with a normal or above average intellectual coefficient and that people with this functional diversity are usually better software developers than regular people. However, it was found that there are skills, behaviors and difficulties that may or may not affect their performance in programming-related tasks.…”

Section: ) Behavioral Variablesmentioning

confidence: 99%

Visual Programming Languages for Programmers with Dyslexia: An Experiment

Castro

Alvarán

Normand

2018

2018 IEEE 14th International Conference on E-Science (E-Science)

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A survey of 351 programmers, including people with dyslexia, has found that programmers with dyslexia are 33.4% more productive if they use a visual programming language. This paper presents important aspects of the profile of programmers with dyslexia, introduces the most commonly used textual programming languages (TPL) by a group of programmers, classifies the 31 most common visual programming languages (VPL) for the study group, and analyzes some technical and facilitation features to support the needs of programmers with dyslexia, in five of these languages that have been considered current and relevant for the purposes of this research. The visual programming language Alice has been selected as the language to be included in a comparison experiment with the Java programming language. Results of the experiment establish preferences and levels of effectiveness of Alice against the other language, according to the performance of a group of programmers who participated in the experiment.

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“…Grammar and spell-check programs that are embedded in some e-learning applications allow dyslexic students to overcome their disabilities. E-learning can provide a valuable opportunity for disabled students if the learning material is more accessible (Alsobhi and Abeysinghe 2013). E-learning is a great tool, which has contributed to the distribution of learning materials and processes through the internet; however, there are some important points to consider before making remote data and tools available to individuals.…”

Section: Introductionmentioning

confidence: 99%

DAEL Framework: A New Adaptive E-learning Framework for Students with Dyslexia

Alsobhi

Khan

Rahanu

2015

Procedia Computer Science

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This paper reports on an extensive study conducted on the existing frameworks and relevant theories that lead to a better understanding of the requirements of an e-learning tool for people with dyslexia. The DAEL framework has been developed with respect to four different dimensions: presentation, hypermediality, acceptability and accessibility, and user experience. However, there has been no research on the different types of dyslexia and the dyslexic user's viewpoint as they affect application design. Therefore, in this paper a framework is proposed which would conform to the standards of acceptability and accessibility for dyslexic students. We hypothesise that an e-learning application, which will adopt itself according to individuals' dyslexia types, will advantage the dyslexics' individuals in their learning process.

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An evaluation of accessibility of e-learning for dyslexic students

Cited by 9 publications

References 6 publications

Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

Visual Programming Languages for Programmers with Dyslexia: An Experiment

DAEL Framework: A New Adaptive E-learning Framework for Students with Dyslexia

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