The Impact on Reading Performance and Learner Satisfaction &amp; Behaviour, of Matching E-Training Material to Dyslexia Type

Dyslexia is a universal reading difficulty that can be found everywhere regardless of a person’s ethnicity or race. Its manifestation is language-dependent and is affected by the language’s structure and orthography. There is a lack of research into Arabic dyslexia and especially into the benefits of adaptive learning in this domain. This study aims to understand the impact on learners’ reading performance, satisfaction and behaviour when matching e-training material to a learner’s attributes. The focus is on learners with short vowel dyslexia (SVD). The study was undertaken with 22 female primary school children in Saudi Arabia, who were all native Arabic speakers. An e-training system DysTypeTrain2 was designed and developed to support the study. It was found that both the reading performance and satisfaction of learners with dyslexia were improved in both experimental conditions (SVD group and vowel dyslexia (VD) group), regardless of their dyslexia type, indicating that the system was effective and the learning process was enhanced.

Content

Author and article information

Contributors

Hadeel Mohammed Al-Dawsari

Robert Hendley

Conference

Publication date: July 2022

Publication date (Print): July 2022

Pages: 1-10

Affiliations

[0001]Computer Sciences Department

Princess Nourah Bint Abdulrahman University

Riyadh

Saudi Arabia

[0002]School of Computer Science

University of Birmingham

Birmingham

UK

Article

DOI: 10.14236/ewic/HCI2022.14

SO-VID: cbf507b4-b055-44d7-a475-a5b41b2a2e81

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This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Conference name: 35th International BCS Human-Computer Interaction Conference

Conference acronym: HCI2022

Conference number: 35

Conference location: Keele, Staffordshire

Conference date: July 11th to 13th, 2022

Conference sponsor: Electronic Workshops in Computing (eWiC)

Conference theme: Towards a Human-Centred Digital Society

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1477-9358 BCS Learning & Development

Self URI (article page): https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2022.14

Self URI (journal page): https://ewic.bcs.org/

REFERENCES

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Abu-Rabia, S., Share, D. and Mansour, M. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading And Writing, 16(5). 423-442.
Aldabaybah, B. and Jusoh, S. (2018). Usability features for Arabic assistive technology for dyslexia. 2018 9th IEEE Control And System Graduate Research Colloquium (ICSGRC). 223-228.
Al-Dawsari, H. and Hendley, R (2021). The effect of matching learning material to learners’ dyslexia type on reading performance. Advances In Software Engineering, Education, And ELearning. Springer, 837-845.
Alghabban, W., Salama, R. and Altalhi, A. (2017) Mobile cloud computing: An effective multimodal interface tool for students with dyslexia. Computers In Human Behavior. 75(). 160-166.
Alghabban, W. and Hendley, R. (2020). Adapting E-Learning to Dyslexia Type: An Experimental Study to Evaluate Learning Gain and Perceived Usability. International Conference On Human-Computer Interaction. 519-537.
Alghabban, W. and Hendley, R. (2020). The Impact of Adaptation Based on Students’ Dyslexia Type: An Empirical Evaluation of Students’ Satisfaction. Adjunct Publication Of The 28th ACM Conference On User Modeling, Adaptation And Personalization. New York: Association for Computing Machinery. 41-46.
Alghabban, W., Al-Dawsari, H. and Hendley, R. (2021) Understanding the Impact on Learners’ Reading Performance and Behaviour of Matching E-Learning Material to Dyslexia Type and Reading Skill Level. International Conference On Human-Computer Interaction. 135-154.
Al-Ghurair, N. (2019) Adaptive Arabic application for enhancing short-term memory of Dyslexic children. Journal Of Engineering Research. 7(1).
Aljojo, N., Munshi, A., Almukadi, W., Hossain, A., Omar, N., Aqel, B., Almhuemli, S., Asirri, F. and Alshamasi, A. (2018) Arabic Alphabetic Puzzle Game Using Eye Tracking and Chatbot for Dyslexia. International Journal Of Interactive Mobile Technologies (iJIM), 12(5). 58-80.
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Al-Rubaian, A., Alssum, L., Alharbi, R., Alrajhi, W., Aldayel, H., Alangari, N., Al-Negheimish, H., Alfayez, A., Alwaalan, S., Aljindan, R., Alshathri, A., Alomar, D., Alhudhud, G. & Al-Wabil, A. (2014). The Design and Development of Empathetic Serious Games for Dyslexia: BCI Arabic Phonological Processing Training Systems. Design, User Experience, And Usability. User Experience Design Practice. 105-112.
Alsobhi, A., Khan, N. and Rahanu, H. (2014). Toward linking dyslexia types and symptoms to the available assistive technologies. 2014 IEEE 14th International Conference On Advanced Learning Technologies. 597-598.
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Critchley, M. (1968) Developmental dyslexia. Pediatric Clinics Of North America, 15(3). 669-676.
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Lyytinen, H., Erskine, J., Kujala, J., Ojanen, E. and Richardson, U. (2009) In search of a sciencebased application: A learning tool for reading acquisition. Scandinavian Journal Of Psychology, 50(6). 668-675.
Mahfoudhi, A., Everatt, J. and Elbeheri, G. (2011) Introduction to the special issue on literacy in Arabic. Reading And Writing, 24(9). 1011-1018.
Ouherrou, N., Elhammoumi, O., Benmarrakchi, F. and El Kafi, J. (2018). A heuristic evaluation of an educational game for children with dyslexia. 2018 IEEE 5th International Congress On Information Science And Technology (CiSt). 386-390.
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Comments

Comment on this article

[1] Al-Abdulkarim, L., Al-Wabil, A., Al-Yahya, M., Al-Humaimeedy, A. and Al-Khudair, S. (2010). Methodological considerations for involving SpLD practitioners and specialists in designing interactive learning systems. International Conference On Computers For Handicapped Persons. 1-4.

[2] Abu-Rabia, S., Share, D. and Mansour, M. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading And Writing, 16(5). 423-442.

[3] Aldabaybah, B. and Jusoh, S. (2018). Usability features for Arabic assistive technology for dyslexia. 2018 9th IEEE Control And System Graduate Research Colloquium (ICSGRC). 223-228.

[4] Al-Dawsari, H. and Hendley, R (2021). The effect of matching learning material to learners’ dyslexia type on reading performance. Advances In Software Engineering, Education, And ELearning. Springer, 837-845.

[5] Alghabban, W., Salama, R. and Altalhi, A. (2017) Mobile cloud computing: An effective multimodal interface tool for students with dyslexia. Computers In Human Behavior. 75(). 160-166.

[6] Alghabban, W. and Hendley, R. (2020). Adapting E-Learning to Dyslexia Type: An Experimental Study to Evaluate Learning Gain and Perceived Usability. International Conference On Human-Computer Interaction. 519-537.

[7] Alghabban, W. and Hendley, R. (2020). The Impact of Adaptation Based on Students’ Dyslexia Type: An Empirical Evaluation of Students’ Satisfaction. Adjunct Publication Of The 28th ACM Conference On User Modeling, Adaptation And Personalization. New York: Association for Computing Machinery. 41-46.

[8] Alghabban, W., Al-Dawsari, H. and Hendley, R. (2021) Understanding the Impact on Learners’ Reading Performance and Behaviour of Matching E-Learning Material to Dyslexia Type and Reading Skill Level. International Conference On Human-Computer Interaction. 135-154.

[9] Al-Ghurair, N. (2019) Adaptive Arabic application for enhancing short-term memory of Dyslexic children. Journal Of Engineering Research. 7(1).

[10] Aljojo, N., Munshi, A., Almukadi, W., Hossain, A., Omar, N., Aqel, B., Almhuemli, S., Asirri, F. and Alshamasi, A. (2018) Arabic Alphabetic Puzzle Game Using Eye Tracking and Chatbot for Dyslexia. International Journal Of Interactive Mobile Technologies (iJIM), 12(5). 58-80.

[11] AlRowais, F., Wald, M. and Wills, G. (2014). Developing a new framework for evaluating Arabic dyslexia training tools. International Conference On Computers For Handicapped Persons. 565-568.

[12] Al-Rubaian, A., Alssum, L., Alharbi, R., Alrajhi, W., Aldayel, H., Alangari, N., Al-Negheimish, H., Alfayez, A., Alwaalan, S., Aljindan, R., Alshathri, A., Alomar, D., Alhudhud, G. & Al-Wabil, A. (2014). The Design and Development of Empathetic Serious Games for Dyslexia: BCI Arabic Phonological Processing Training Systems. Design, User Experience, And Usability. User Experience Design Practice. 105-112.

[13] Alsobhi, A., Khan, N. and Rahanu, H. (2014). Toward linking dyslexia types and symptoms to the available assistive technologies. 2014 IEEE 14th International Conference On Advanced Learning Technologies. 597-598.

[14] Al-Wabil, A., Zaphiris, P. and Wilson, S. (2006). Web design for dyslexics: accessibility of arabic content. International Conference On Computers For Handicapped Persons. 817-822.

[15] Annett, M. (1996) Laterality and types of dyslexia. Neuroscience & Biobehavioral Reviews, 20(4). 631-636.

[16] Benmarrakchi, F., El Kafi, J. and Elhore, A. (2017) Communication technology for users with specific learning disabilities. Procedia Computer Science, 110(). 258-265.

[17] Benmarrakchi, F., El Kafi, J., Elhore, A. and Haie, S. (2017)Exploring the use of the ICT in supporting dyslexic students’ preferred learning styles: A preliminary evaluation. Education And Information Technologies, 22(6). 2939-2957.

[18] Berninger, V., Nielsen, K., Abbott, R., Wijsman, E. and Raskind, W. (2008) Writing problems in developmental dyslexia: Under-recognized and under-treated. Journal Of School Psychology, 46(1). 1-21.

[19] Critchley, M. (1968) Developmental dyslexia. Pediatric Clinics Of North America, 15(3). 669-676.

[20] El Kah, A. and Lakhouaja, A. (2018) Developing effective educative games for Arabic children primarily dyslexics. Education And Information Technologies, 23(6). 2911-2930.

[21] Elbeheri, G. (2005) Dyslexia in Egypt. The International Book Of Dyslexia: A Guide To Practice And Resources, 79-85.

[22] Exley, S. (2003) The effectiveness of teaching strategies for students with dyslexia based on their preferred learning styles. British Journal Of Special Education, 30(4). 213-220.

[23] Friedmann, N. and Coltheart, M. (2016) 35 Types of developmental dyslexia. Handbook Of Communication Disorders, 721.

[24] Friedmann, N. and Haddad-Hanna, M. (2014). Types of Developmental Dyslexia in Arabic. Handbook Of Arabic Literacy: Insights And Perspectives. Springer Netherlands. 119-151.

[25] Ismail, M., Diah, N., Ahmad, S., Kamal, N. and Dahari, M. (2011). Measuring usability of educational computer games based on the user success rate. 2011 International Symposium On Humanities, Science And Engineering Research. 56-60.

[26] Lyytinen, H., Erskine, J., Kujala, J., Ojanen, E. and Richardson, U. (2009) In search of a sciencebased application: A learning tool for reading acquisition. Scandinavian Journal Of Psychology, 50(6). 668-675.

[27] Mahfoudhi, A., Everatt, J. and Elbeheri, G. (2011) Introduction to the special issue on literacy in Arabic. Reading And Writing, 24(9). 1011-1018.

[28] Ouherrou, N., Elhammoumi, O., Benmarrakchi, F. and El Kafi, J. (2018). A heuristic evaluation of an educational game for children with dyslexia. 2018 IEEE 5th International Congress On Information Science And Technology (CiSt). 386-390.

[29] Read, J. (2008) Validating the Fun Toolkit: an instrument for measuring children’s opinions of technology. Cognition, Technology & Work, 10(2). 119-128.

[30] Singleton, C. (2009) Intervention for dyslexia. A Review Of Published Evidence On The Impact Of Specialist Dyslexia Teaching.

[31] Walker, J. (2014) Dyslexia: Causes, Performance Differences, and Treatment. Angelo State University Social Sciences Research Journal, 1(2).

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The Impact on Reading Performance and Learner Satisfaction & Behaviour, of Matching E-Training Material to Dyslexia Type