Towards Designing Tangible Interaction for Children with Dyslexia in Learning the Malay Language

Jamali, Siti Nurliana; Admodisastro, Novia; Hamid, Siti Suhaila Abdul; Kamaruddin, Azrina; Ghani, Abdul; Hassan, Syed Tajuddin Syed

doi:10.1007/978-3-319-72550-5_37

Cited by 3 publications

(16 citation statements)

References 19 publications

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“…Jamali et al. (2018) proposed a TI model for dyslexics in primary school with supporting theories including Orton–Gillingham approach, dual coding theory and kinesthetics theory.…”

Section: Resultsmentioning

confidence: 99%

“…Nevertheless, the dyslexic readers need a larger font, and avoid using animated text to make reading the words easier for them. Moreover, dyslexic children are familiar with lower case letters (Jamali et al. , 2018).…”

Section: Resultsmentioning

confidence: 99%

“…There have been a number of studies that have investigated the use of TUIs in providing intervention for dyslexic children (Fan et al, 2018a, b;Jamali et al, 2018;Teh et al, 2015). Several studies found that TUIs have the potential in supporting dyslexic children towards greater Design features for tangible user interfaces understanding, communication, self-expression, interaction with others and ability to work independently (Antle et al, 2015;Falcão and Price, 2010).…”

Section: Tangible User Interfacesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…There are a few TUIs that had gained remarkable achievements in improving the way of learning sessions (Falcão and Price, 2010;Marshall, 2007). TI refers to a computing system that comprises the tangible manipulation of objects which are more sophisticated to interact and embed digital information in the physical world (Jamali et al, 2018). With advancements in TUI technology, it has a greater acceptance to support learning activities (Fan et al, 2016b;Teh et al, 2015) especially in providing suitable learning material such as tangible objects, giving concrete examples such as concrete objects, as well as promoting learning by doing (Jamali et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Dyslexia-friendly design features for tangible user interfaces: a systematic literature review

Aziz

Husni

Hashim

2022

IJILT

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PurposeThe aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell.Design/methodology/approachThis study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review consists of three main phases starting with planning the review, conducting the review and studying the selection and reporting the results.FindingsAs the result, 10 papers were found that are considered most applicable as they met the review criteria. Based on the 10 papers, 11 design features are found in the current TUIs design features implemented in the tangible system dedicated for dyslexia and reading. The 11 design features are viewed to be fundamental and useful for the groundwork towards designing and developing a comprehensive TUIs design specifically and exclusively meant for dyslexic children learning to read and spell.Originality/valueA critical reading of past literature relating to the TUIs concept reveals that this concept still appears to be under-explored even though it was introduced two decades ago. This systematic literature review highlights directions for future research, involving the dyslexic children early in the design process towards the evaluation of the prototype and finally examining the outcome of TUIs on children's learning.

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“…Jamali et al. (2018) proposed a TI model for dyslexics in primary school with supporting theories including Orton–Gillingham approach, dual coding theory and kinesthetics theory.…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Tangible User Interfacesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Dyslexia-friendly design features for tangible user interfaces: a systematic literature review

Aziz

Husni

Hashim

2022

IJILT

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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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Learning Engagement of Children with Dyslexia Through Tangible User Interface: An Experiment

Jamali,

Admodisastro,

Kamaruddin

et al. 2023

IJACSA

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This paper presents the evaluation of a mobile application employing Tangible User Interface (TUI) technology to enhance the educational involvement of children experiencing dyslexia. The primary objective of this application is to assist these children in overcoming challenges related to reading, spelling, pronunciation, and writing, issues often associated with lower self-esteem and dissatisfaction in an academic setting. The study adopts a User-Centered Design (UCD) approach, focusing on the specific needs and preferences of children with dyslexia during development. The evaluation involved 30 children with dyslexia, divided into two groups: a control group utilizing the non-tangible DisleksiaBelajar mobile app (DB) and a treatment group utilizing the DisleksiaBelajar 3D Tangible (DB3dT) app, which incorporates tangible elements. Results indicated that the DB3dT app achieved significantly higher usability scores (79.5%) compared to the DisleksiaBelajar app (51%). Furthermore, the treatment group utilizing the DB3dT app surpassed the control group in learning performance. In summary, the evaluation demonstrated that integrating tangible elements into the DB3dT app notably enhanced the learning experience for children with dyslexia when compared to the non-tangible DisleksiaBelajar app. The children exhibited increased engagement and a willingness to repeat activities, suggesting potential advancements in learning outcomes and performance.

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Towards Designing Tangible Interaction for Children with Dyslexia in Learning the Malay Language

Cited by 3 publications

References 19 publications

Dyslexia-friendly design features for tangible user interfaces: a systematic literature review

Dyslexia-friendly design features for tangible user interfaces: a systematic literature review

A systematic review on interventions for children with dyslexia

Learning Engagement of Children with Dyslexia Through Tangible User Interface: An Experiment

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