Mobile Dyslexic Specialized Digital Game-based Learning Object for Learning Letters (DOLL)

Ability to read is a unanimous privilege we have as human. Therefore, research and development on Learning Object (LO) specially built for learning disabilities children is crucial. The issues for this project are the problem encounter by dyslexic students in output generation and information processes; and the factors that affect the effectiveness of mobile learning specially built for dyslexic. The focuses of this project are to propose guidelines and to facilitate student with visual dyslexia, or/and auditory dyslexia or/and dysgraphia; specifically in learning basic Malay language letters with interactive teaching method. Research has been made to identify the focused type of dyslexia, determine the needs of dyslexic; and the effect of graphic and animation on the efficiency of teaching technique. New multimedia-based learning object is being proposed to attract interest of dyslexic children to learn letters in fun approach and improve their recalling skills in recognizing name, shape and sound of letters. The main elements of the proposed learning object are animation, oral narration and digital gamebased. The theoretical framework proposed in this study is based on Principles of Teaching Program for Dyslexics, Stansfield Instructional Strategies, and Game-based Learning Object Framework. This project is carried out using ADDIE Instructional Design Model using Adobe Flash Professional cs5.5. A user experience testing is conducted with the dyslexic children. The result of the user experience testing showed more than half of the students would like to use the LO repeatedly. In addition, teachers agreed that DOLL act as a good new teaching tool in facilitating teaching process for dyslexic students

A writing aid for dysgraphia affected people

Dysgraphia is a writing disability due to ineffective working of motor neurons, causing the patient to face difficulty in writing. Many studies have been done to overcome Dysgraphia but unfortunately, only therapies are made instead of any aid. In this paper, a movement aid is proposed that removes the need of any therapy. The proposed methodology comprises of acquisition of hand movement signal from Motor Cortex and Sensory Brain area by using EEG scanning. These signals are then processed using Brain Computer Interface (BCI2000), which mainly includes Features selection, extraction and translational algorithms to convert signals into commands. These commands are then used to control Hand Movement device. The Hand Movement device uses the FES, applied at the forearm to perform different hand movements. This paper focuses on the flexion and extension of the fist

Write-rite enhancing handwriting proficiency of children with dysgraphia

Many children have limitations that significantly impact their writing ability, such as physical, cognitive, and motor limitations, all of which need to be overcome for a good level of written expression. This study addresses problems and difficulties in mastering the process of writing among dysgraphic children. The most suitable method to overcome these problems is to provide activities and exercises that can help children with dysgraphia improve visual-motor integration that is correlated with writing skills. With this aim in mind, a dysgraphic-customised application called Write-Rite has been designed to support children with dysgraphia, through activities and exercises, in order to fulfil their unique needs. This study is an attempt in designing and evaluating the Write-Rite application that provides a stimulating and interactive experience for dysgraphic children to practise writing at different levels of difficulty to facilitate the learning process. This study was conducted in two primary schools in Kedah, with five participants (aged seven to 12) who were observed and evaluated for five weeks. Data was compiled through observations, recorded handwriting performances and a self generated rubric to track the following: formation of letters, slant, size and proportion, alignment, spacing and line quality. The results of a preliminary evaluation and assessment of “Write-Rite” found that this application fulfilled its role in terms of optimising writing proficiency among children with dysgraphia

Una aplicación móvil para estudiantes con dificultades de aprendizaje: diseño y validación

En los últimos años, el uso de tecnologías y dispositivos portátiles se ha generalizado en muchos campos y también en la educación. Hay además muchas investigaciones que demuestran la enorme difusión del uso y la popularidad de los dispositivos móviles entre los jóvenes. La tecnología móvil ofrece la capacidad de apoyar el aprendizaje y también ofrece tanto a los estudiantes como a los profesores oportunidades de aprendizaje personalizadas. Los principales factores para la adopción e implementación del M-Learning en las escuelas son la disposición y disposición de los maestros. Hay muchos estudios que demuestran las actitudes y percepciones positivas de los profesores de secundaria sobre el uso de dispositivos móviles en la escuela. Es más, un gran número de encuestas indican que el uso de tecnologías móviles, afecta positivamente la educación de los niños con necesidades educativas especiales como el autismo, dislexia, etc. Esta tesis doctoral tiene como objetivo el diseño y la evaluación de una aplicación educativa para Android que se espera ayude a los estudiantes de escuela secundaria griega con dificultades de aprendizaje a adquirir habilidades adicionales en matemáticas. En primer lugar, se han analizado las actitudes y percepciones de los profesores griegos de educación especial sobre el uso de las TIC en clase para asegurarse, por una parte, de que el conocimiento de los profesores en este campo es adecuado, teniendo en cuenta el hecho de que el conocimiento de las TIC no es una habilidad previa para convertirse en profesor. Esta etapa se realiza a través de cuestionarios estructurados y el análisis de los datos de las respuestas se ha realizado con el software IBM SPSS Statistics. En segundo lugar, en el marco de la elaboración de la tesis se ha creado una nueva aplicación tecnológica Android, destinada a ayudar a los estudiantes con dificultades de aprendizaje en el campo de las matemáticas. La herramienta de desarrollo de aplicaciones que se ha utilizado es Android Studio, el IDE oficial (Entorno de Desarrollo Integrado) para la plataforma Android. El lenguaje de programación que se ha utilizado es Java. Antes de su implementación la aplicación fue evaluada por 7 docentes especializados tanto en el área de informática como en matemáticas a través de un cuestionario estructurado. Se implementó su uso durante dos meses en escuelas de secundaria educación . Después de su implementación se evaluaron los resultados a través de entrevistas a profesores de educación especial y cuestionarios dirigidos a estudiantes con dificultades de aprendizaje con el fin de estimar, por un lado, las opiniones e impresiones de los estudiantes y profesores y, por otro lado, las habilidades potenciales que los estudiantes podían haber adquirido. El análisis estadístico de los cuestionarios de evaluación docente reveló que los profesores de matemáticas e informática tienen una actitud positiva hacia la aplicación “Love2LearnMaths”. El mismo punto de vista positivo hacia la aplicación se puede observar en las respuestas de los profesores entrevistados, que son los docentes de matemáticas para estudiantes con NEE. Los estudiantes de los departamentos de integración, por otro lado, parecen estar positivamente entusiasmados con el uso de la aplicación “Love2LearnMaths” como lo revela el análisis de los cuestionarios de los estudiantes para la evaluación de la aplicación.In recent years the use of portable technologies and devices has become widespread in many fields, such as in the economy, tourism, entertainment, but also in education. There are many surveys that prove the huge spread of use and popularity of mobile devices (mobile phones, tablets and laptops) among young people. On the other hand, mobile phones are mostly preferred compared to other mobile devices by secondary school students. Mobile technology offers the ability to support learning and also offers to both students and teachers personalized learning opportunities. The main factors for the adoption and implementation of M-Learning in schools are the willingness and readiness of teachers. There are many studies that prove the positive attitudes and perceptions of secondary school teachers on the use of mobile devices in school. However, specifically for Greece much fewer studies have been carried out. What is more, a great number of surveys indicate that the use of mobile technologies, affects positively the education of children with special educational needs such as autism, ADHD, dyslexia etc. Therefore, this PhD dissertation aims at the design and evaluation of an educational Android application that is expected to help Greek gymnasium’s students with learning difficulties to acquire extra skills in mathematics. Firstly, the attitudes and perceptions of Greek special education teachers about the use of ICTs in class have been analyzed to make sure on the one hand that teachers’ knowledge on this field is adequate, considering the fact that ICTs’ knowledge is not a prerequisite skill for becoming teacher. Additionally, teachers’ attitudes towards the use of ICTs in class have been clarified. This stage is carried out via structured questionnaires and the data analysis of the answers has been made with IBM SPSS Statistics software. Secondly, in the framework of the thesis’ elaboration, a new technological Android application has been created, aiming at assisting students with learning difficulties in the field of mathematics. The application development tool that has been used is Android Studio, the official IDE (Integrated Development Environment) for the Android platform. The programming language that has been used is Java, while XML’s knowledge was required in order to customize the formatting and the appearance of the application. The application was to be implemented in integration departments of two secondary Greek schools within a period of six months (finally the period was reduced to two due to covid-19 restrictions). Before its implementation the application was evaluated by 7 teachers specialized in both the area of informatics and mathematics via a structured questionnaire. After its implementation the results were evaluated via interviews with special education teachers and questionnaires addressed to students with learning difficulties in order to estimate on the one hand the opinions and impressions of the students and teachers because of its use and, on the other hand the potential skills that the students may have acquired. The statistical analysis of teachers' evaluation questionnaires revealed that mathematicians and informatics’ teachers have a positive attitude towards the application “Love2LearnMaths”. Similar attitudes towards mobile devices and apps in general had been announced by the Special Education teachers of the first phase of our research. The same positive point of view towards the application “Love2LearnMaths” can be observed in the answers of the interviewees, who are the special education mathematicians. Students of integration departments on the other hand, appear positively enthusiastic about the use of the application “Love2LearnMaths” as revealed by the analysis of Students’ questionnaires for the evaluation of the app.

Mobile Dyslexic Specialized Digital Game-based Learning Object for Learning Letters (DOLL)

Ability to read is a unanimous privilege we have as human. Therefore, research and development on Learning Object (LO) specially built for learning disabilities children is crucial. The issues for this project are the problem encounter by dyslexic students in output generation and information processes; and the factors that affect the effectiveness of mobile learning specially built for dyslexic. The focuses of this project are to propose guidelines and to facilitate student with visual dyslexia, or/and auditory dyslexia or/and dysgraphia; specifically in learning basic Malay language letters with interactive teaching method. Research has been made to identify the focused type of dyslexia, determine the needs of dyslexic; and the effect of graphic and animation on the efficiency of teaching technique. New multimedia-based learning object is being proposed to attract interest of dyslexic children to learn letters in fun approach and improve their recalling skills in recognizing name, shape and sound of letters. The main elements of the proposed learning object are animation, oral narration and digital gamebased. The theoretical framework proposed in this study is based on Principles of Teaching Program for Dyslexics, Stansfield Instructional Strategies, and Game-based Learning Object Framework. This project is carried out using ADDIE Instructional Design Model using Adobe Flash Professional cs5.5. A user experience testing is conducted with the dyslexic children. The result of the user experience testing showed more than half of the students would like to use the LO repeatedly. In addition, teachers agreed that DOLL act as a good new teaching tool in facilitating teaching process for dyslexic students

Model tulisan tangan berbantukan teknologi untuk memudahcara penulisan murid Disgrafia

Dysgraphia is a student learning problem related to handwriting skills, which is not inline according to their age. To overcome the problem, various handwriting skills intervention methods to dysgrapbic students have been conducted. However, past research on the intervention methods have not covered all levels of handwriting skills from the basic levels to automaticity. This embodies a research gap especially the absence of a comprehensive technology-assisted support model. The function of the dysgraphic student writing support application will be more effective with the presence of interaction design guidelines (IxD). Thus, this study proposes a technology-assisted handwriting model of dysgraphic students (DCHM) to improve their writing proficiency at the level of visualization, imagination and automation. The model involves a combination of letter formation components (transcription, visualization, imagination, text generation and cognitive) and ICT support (letter formation animation, control, tracing, arrow animation, feedback and repetition). To achieve the objective, three phases of research methods are involved namely 1) categorising and analysing handwriting patterns, model design and verifying the model; 2) developing the prototype; and 3) evaluating the prototype. The reliability of the model was tested through user's evaluation using handwriting legibility scale (HLS). Comparisons were made based on handwriting samples before and after the intervention with the assistance of the prototype. The findings demonstrated that, HLS is able to identify the sensitivity of each parameter in DCHM. To be more specific, the score achieved for global legibility and effort to read the script is 92 percent, layout on the page and letter fonnation attained 96 percent; while alterations to writing scored 100 percent. The overall evaluation of the model showed positive scores from the aspects of legibility, memory, correct letter formation, and ultimately automaticity achievement in handwriting. In conclusion, these findings confirmed that the implementation of DCHM in the prototype can significantly enhance the mastery of handwriting among dysgraphic students. More importantly, this study has contributed substantially to the field of interaction design by providing a novel understanding of the design model

Reflip Type: Developing Visual Strategies for Teaching Typography to Collegiate Students with Dyslexia

In educational facilities today, the approaches to teaching typography to college students with dyslexia are limited. This thesis provides a research-based pedagogy for teaching typography to students in a way that accommodates the visual, processing, and auditory differences present in students with dyslexia. Through the analysis of the learning disability itself, existing material for graphic designers with dyslexia, and current accessibility standards for those with dyslexia, this thesis offers a practical solution to provide a more balanced learning experience for all students, especially those with dyslexia. The aim of this study was to examine the current graphic design standards and refocus and modify them for ease of readability for all individuals, especially those with dyslexia

Current Understanding, Support Systems, and Technology-led Interventions for Specific Learning Difficulties

In January 2019, the Government Office for Science commissioned a series of 4 rapid evidence reviews to explore how technology and research can help improve educational outcomes for learners with Specific Learning Difficulties (SpLDs). This review examined: 1) current understanding of the causes and identification of SpLDs, 2)the support system for learners with SpLDs, 3)technology-based interventions for SpLDs 4) a case study approach focusing on dyscalculia to explore all 3 theme

State of the art and practice in AI in education

Recent developments in Artificial Intelligence (AI) have generated great expectations for the future impact of AI in education and learning (AIED). Often these expectations have been based on misunderstanding current technical possibilities, lack of knowledge about state-of-the-art AI in education, and exceedingly narrow views on the functions of education in society. In this article, we provide a review of existing AI systems in education and their pedagogic and educational assumptions. We develop a typology of AIED systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could be, and discuss some potential roadblocks on the AIED highway