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

Abstract

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.

The Impact of Adaptation Based on Students' Dyslexia Type: An Empirical Evaluation of Students' Satisfaction

“…Therefore, a learning environment should not treat them all in the same manner, but instead apply different approaches of treatment and teaching. Several adaptive e-learning systems for dyslexia have been proposed, such as a dyslexia adaptive e-learning framework, which adapts itself according to the dyslexia type of students [7]. Another proposal has been an adaptive e-learning system that can personalize the learning experiences presented to students with dyslexia based upon dyslexia type, knowledge level and learning style [6].…”

“…They lack an implementation and, in particular, a rigorous controlled evaluation with a useful number of participants. There have been many proposals about how to use different factors related to characteristics of students with dyslexia to inform adaptation in e-learning systems [6,7,10]. However, adaptation based on dyslexia type is still under-investigated.…”

Modeling Dyslexic Students’ Motivation for Enhanced Learning in E-learning Systems

“…As discussed before, motivation is a substantial issue especially for dyslexic students, but there have been very few attempts of applying motivational strategies in e-learning systems for students with dyslexia. One of the very few papers addressing this for students with dyslexia is an adaptive e-learning framework proposed by Alsobhi et al [46] involving different dimensions of e-learning support based on TAM and dyslexia types but without consideration of motivation theories. The most motivation-related approach applied to e-learning systems for dyslexia is gamification.…”

Tutorials in eLearning—How Presentation Affects Outcomes

“…The authors of GRAPPLE show how they can integrate their system with currently used LMSs such as Moodle. Other frameworks take into account students with learning problems such as dyslexia [39]. The Dyslexia Adaptive eLearning (DAEL) framework is designed to be tailor the learning material according the dyslexia type [39].…”