Skip to main content
SpringerLink
Log in

Adapting E-Learning to Dyslexia Type: An Experimental Study to Evaluate Learning Gain and Perceived Usability

  • Conference paper
  • First Online:
HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games (HCII 2020)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 12425))

Included in the following conference series:

Abstract

Dyslexia is a universal specific learning disability that is characterised by poor spelling, word reading, and fluency. Adaptive e-learning is becoming more common, but there is little work on adaptation focused on the needs and characteristics of dyslexic students. In particular, there is very little work that investigates adaptivity based on a student’s dyslexia type. This despite the type of dyslexia being a critical factor in determining the most appropriate teaching and learning. Also, previous research has overlooked rigorously designed and controlled evaluations of the system’s effectiveness. Therefore, there is a great deal of progress yet to be achieved for dyslexia, especially for Arabic dyslexics. The contribution of this paper is investigating whether adapting learning material based upon an individual’s dyslexia type will improve learning performance, and also the perception of the usability of the system. An experiment was conducted with 40 Arabic dyslexic children producing statistically significant results. They indicate that adapting learning material according to dyslexia type yields significantly better learning gain (short- and long-term) and perceived level of usability than without adaptation.

This research was supported by University of Tabuk, Tabuk, Saudi Arabia.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Abdul Hamid, S.S., Admodisastro, N., Kamaruddin, A.: A study of computer-based learning model for students with dyslexia. In: 2015 9th Malaysian Software Engineering Conference (MySEC), pp. 284–289 (2015). https://doi.org/10.1109/MySEC.2015.7475234

  2. Abdul Hamid, S.S., Admodisastro, N., Kamaruddin, A., Manshor, N., Ghani, A.A.A.: Informing design of an adaptive learning model for student with dyslexia: a preliminary study. In: Proceedings of the 3rd International Conference on Human-Computer Interaction and User Experience in Indonesia, CHIuXiD 2017, pp. 67–75. Association for Computing Machinery, New York (2017). https://doi.org/10.1145/3077343.3107577

  3. Abu-Rabia, S., Sammour, R.: Spelling errors’ analysis of regular and dyslexic bilingual Arabic-English students. Open J. Mod. Linguist. 3, 58–68 (2013). https://doi.org/10.4236/ojml.2013.31007

    Article  Google Scholar 

  4. Aldabaybah, B., Jusoh, S.: Usability features for Arabic assistive technology for dyslexia. In: 2018 9th IEEE Control and System Graduate Research Colloquium (ICSGRC), pp. 223–228 (2018). https://doi.org/10.1109/ICSGRC.2018.8657536

  5. Alghabban, W.G., Salama, R.M., Altalhi, A.H.: Mobile cloud computing: an effective multimodal interface tool for students with dyslexia. Comput. Hum. Behav. 75, 160–166 (2017). https://doi.org/10.1016/j.chb.2017.05.014, http://www.sciencedirect.com/science/article/pii/S0747563217303266

  6. Ally, M.: Foundations of educational theory for online learning. In: Anderson, T. (ed.) The Theory and Practice of Online Learning, vol. 2, pp. 15–44 (2004)

    Google Scholar 

  7. Alshammari, M., Anane, R., Hendley, R.J.: Adaptivity in e-learning systems. In: 2014 Eighth International Conference on Complex, Intelligent and Software Intensive Systems, pp. 79–86 (2014). https://doi.org/10.1109/CISIS.2014.12

  8. Alshammari, M., Anane, R., Hendley, R.J.: An e-learning investigation into learning style adaptivity. In: 2015 48th Hawaii International Conference on System Sciences, pp. 11–20 (2015). https://doi.org/10.1109/HICSS.2015.13

  9. Alshammari, M., Anane, R., Hendley, R.J.: Usability and effectiveness evaluation of adaptivity in e-learning systems. In: Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems, CHI EA 2016, pp. 2984–2991. Association for Computing Machinery, New York (2016). https://doi.org/10.1145/2851581.2892395

  10. Alsobhi, A.Y., Khan, N., Rahanu, H.: DAEL framework: a new adaptive e-learning framework for students with dyslexia. Proc. Comput. Sci. 51, 1947–1956 (2015). https://doi.org/10.1016/j.procs.2015.05.459, http://www.sciencedirect.com/science/article/pii/S1877050915012673

  11. Bangor, A., Kortum, P.T., Miller, J.T.: An empirical evaluation of the system usability scale. Int. J. Hum.-Comput. Interact. 24(6), 574–594 (2008). https://doi.org/10.1080/10447310802205776

    Article  Google Scholar 

  12. Benmarrakchi, F.E., Kafi, J.E., Elhore, A.: Communication technology for users with specific learning disabilities. Proc. Comput. Sci. 110, 258–265 (2017). https://doi.org/10.1016/j.procs.2017.06.093, http://www.sciencedirect.com/science/article/pii/S1877050917312711

  13. Benmarrakchi, F.E., Kafi, J.E., Elhore, A.: User modeling approach for dyslexic students in virtual learning environments. Int. J. Cloud Appl. Comput. (IJCAC) 7(2), 1–9 (2017). https://doi.org/10.4018/IJCAC.2017040101

    Article  Google Scholar 

  14. Benmarrakchi, F.E., Kafi, J.E., Elhore, A., Haie, S.: Exploring the use of the ICT in supporting dyslexic students’ preferred learning styles: a preliminary evaluation. Educ. Inf. Technol. 22, 2939–2957 (2017). https://doi.org/10.1007/s10639-016-9551-4

    Article  Google Scholar 

  15. Boumaraf, A., Macoir, J.: The influence of visual word form in reading: single case study of an arabic patient with deep dyslexia. Read. Writ. 29, 137–158 (2016). https://doi.org/10.1007/s11145-015-9583-y

    Article  Google Scholar 

  16. Brooke, J.: Sus-a quick and dirty usability scale. In: Usability evaluation in industry, pp. 189–194 (1996)

    Google Scholar 

  17. Brusilovsky, P.: Adaptive navigation support. In: Brusilovsky, P., Kobsa, A., Nejdl, W. (eds.) The Adaptive Web. LNCS, vol. 4321, pp. 263–290. Springer, Heidelberg (2007). https://doi.org/10.1007/978-3-540-72079-9_8

    Chapter  Google Scholar 

  18. Brusilovsky, P.: Adaptive hypermedia for education and training. In: Durlach, P.J., Lesgold, A.M. (eds.) Adaptive Technologies for Training and Education, vol. 46, pp. 46–68. Cambridge University Press, Cambridge (2012)

    Google Scholar 

  19. Bukhari, Y.A., Al-Oud, A.S., Abughanem, T.A., Al-Mayah, S.A., Al-Shabib, M.S., Al-Jaber, S.A.: Alaikhtibarat Altashkhisiat Lidhuyi Sueubat Altaalum Fi Madatay Allughat Alarabia Wa Alriyadiat Fi Almarhalat Alebtidaeiia [Diagnostic tests for people with learning difficulties in the subjects of Arabic language and mathematics at the primary stage]. General Administration for Special Education, The General Administration for Evaluation and Quality of Education, Ministry of Education,Saudi Arabia (1437 AH)

    Google Scholar 

  20. Coltheart, M.: Disorders of reading and their implications for models of normal reading. Visible Lang. 15(3), 245–286 (Summer 1981). https://search.proquest.com/docview/1297974274?accountid=8630. Accessed 23 Feb 2013

  21. Elbeheri, G., Everatt, J.: Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of arabic. Read. Writ. 20, 273–294 (2007). https://doi.org/10.1007/s11145-006-9031-0

    Article  Google Scholar 

  22. Elbeheri, G., Everatt, J., Reid, G., Mannai, H.A.: Dyslexia assessment in Arabic. J. Res. Special Educ. Needs 6(3), 143–152 (2006). https://doi.org/10.1111/j.1471-3802.2006.00072.x, https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-3802.2006.00072.x

  23. Filippidis, S.K., Tsoukalas, I.A.: On the use of adaptive instructional images based on the sequential-global dimension of the felder-silverman learning style theory. Interact. Learn. Environ. 17(2), 135–150 (2009). https://doi.org/10.1080/10494820701869524

    Article  Google Scholar 

  24. Franzoni, A.L., Assar, S., Defude, B., Rojas, J.: Student learning styles adaptation method based on teaching strategies and electronic media. In: 2008 Eighth IEEE International Conference on Advanced Learning Technologies, pp. 778–782 (2008). https://doi.org/10.1109/ICALT.2008.149

  25. Friedmann, N., Biran, M., Gvion, A.: Patterns of visual dyslexia. J. Neuropsychol. 6(1), 1–30 (2012). https://doi.org/10.1111/j.1748-6653.2011.02000.x

    Article  Google Scholar 

  26. Friedmann, N., Coltheart, M.: Types of developmental dyslexia. In: Bar-On, A., Ravid, D. (eds.) Handbook of Communication Disorders: Theoretical, Empirical, and Applied Linguistics Perspectives, pp. 1–37. Berlin, Boston, De Gruyter Mouton (2016)

    Google Scholar 

  27. Friedmann, N., Haddad-Hanna, M.: Types of developmental dyslexia in Arabic. In: Saiegh-Haddad, E., Joshi, R.M. (eds.) Handbook of Arabic Literacy. LS, vol. 9, pp. 119–151. Springer, Dordrecht (2014). https://doi.org/10.1007/978-94-017-8545-7_6

    Chapter  Google Scholar 

  28. Friedmann, N., Kerbel, N., Shvimer, L.: Developmental attentional dyslexia. Cortex 46(10), 1216–1237 (2010). https://doi.org/10.1016/j.cortex.2010.06.012

    Article  Google Scholar 

  29. Friedmann, N., Lukov, L.: Developmental surface dyslexias. Cortex 44(9), 1146–1160 (2008). https://doi.org/10.1016/j.cortex.2007.09.005

    Article  Google Scholar 

  30. Friedmann, N., Rahamim, E.: Developmental letter position dyslexia. J. Neuropsychol. 1(2), 201–236 (2007). https://doi.org/10.1348/174866407X204227

    Article  Google Scholar 

  31. Gauch, S., Speretta, M., Chandramouli, A., Micarelli, A.: User Profiles for Personalized Information Access, pp. 54–89. Springer, Heidelberg (2007). https://doi.org/10.1007/978-3-540-72079-9_2

  32. Kah, A.E., Lakhouaja, A.: Arabic learning disabilities in public primary schools: the case of east side of morocco. In: 2015 5th International Conference on Information Communication Technology and Accessibility (ICTA), pp. 1–5 (2015). https://doi.org/10.1109/ICTA.2015.7426906

  33. Kah, A.E., Lakhouaja, A.: Developing effective educative games for arabic children primarily dyslexics. Educ. Inf. Technol. 23, 2911–2930 (2018). https://doi.org/10.1007/s10639-018-9750-2

    Article  Google Scholar 

  34. Kavale, K.A., Spaulding, L.S., Beam, A.P.: A time to define: making the specific learning disability definition prescribe specific learning disability. Learn. Disabil. Q. 32(1), 39–48 (2009). https://doi.org/10.2307/25474661

    Article  Google Scholar 

  35. Klašnja-Milićević, A., Vesin, B., Ivanović, M., Budimac, Z.: E-learning personalization based on hybrid recommendation strategy and learning style identification. Comput. Educ. 56(3), 885–899 (2011). https://doi.org/10.1016/j.compedu.2010.11.001, http://www.sciencedirect.com/science/article/pii/S0360131510003222

  36. Liaw, S.S., Huang, H.M., Chen, G.D.: An activity-theoretical approach to investigate learners’ factors toward e-learning systems. Comput. Hum. Behav. 23(4), 1906–1920 (2007). https://doi.org/10.1016/j.chb.2006.02.002, http://www.sciencedirect.com/science/article/pii/S0747563206000033

  37. Lyon, G.R., Shaywitz, S.E., Shaywitz, B.A.: A definition of dyslexia. Ann. Dyslexia 53(1), 1–14 (2003). https://doi.org/10.1007/s11881-003-0001-9

    Article  Google Scholar 

  38. Magoulas, G.D., Papanikolaou, Y., Grigoriadou, M.: Adaptive web-based learning: accommodating individual differences through system’s adaptation. Brit. J. Educ. Technol. 34(4), 511–527 (2003). https://doi.org/10.1111/1467-8535.00347

    Article  Google Scholar 

  39. Mahfoudhi, A., Everatt, J., Elbeheri, G.: Introduction to the special issue on literacy in Arabic. Read. Writ. 24, 1011–1018 (2011). https://doi.org/10.1007/s11145-011-9306-y

    Article  Google Scholar 

  40. Nordqvist, C.: What you need to know about dyslexia. Medical News Today (2017). https://www.medicalnewstoday.com/articles/186787.php

  41. Ouherrou, N., Elhammoumi, O., Benmarrakchi, F., El Kafi, J.: A heuristic evaluation of an educational game for children with dyslexia. In: 2018 IEEE 5th International Congress on Information Science and Technology (CiSt), pp. 386–390 (2018). https://doi.org/10.1109/CIST.2018.8596393

  42. Paredes, P., Rodriguez, P.: Considering sensing-intuitive dimension to exposition-exemplification in adaptive sequencing. In: De Bra, P., Brusilovsky, P., Conejo, R. (eds.) AH 2002. LNCS, vol. 2347, pp. 556–559. Springer, Heidelberg (2002). https://doi.org/10.1007/3-540-47952-X_83

    Chapter  MATH  Google Scholar 

  43. Read, J.C., MacFarlane, S.: Using the fun toolkit and other survey methods to gather opinions in child computer interaction. In: Proceedings of the 2006 Conference on Interaction Design and Children, IDC 2006, pp. 81–88. Association for Computing Machinery, New York (2006). https://doi.org/10.1145/1139073.1139096

  44. Rello, L.: Design of word exercises for children with dyslexia. Proc. Comput. Sci. 27, 74–83 (2014). https://doi.org/10.1016/j.procs.2014.02.010

    Article  Google Scholar 

  45. Sasupilli, M., Bokil, P., Wagle, P.: Designing a learning aid for dyslexic children. In: Chakrabarti, A. (ed.) Research into Design for a Connected World. SIST, vol. 135, pp. 703–712. Springer, Singapore (2019). https://doi.org/10.1007/978-981-13-5977-4_59

    Chapter  Google Scholar 

  46. Schiaffino, S., Garcia, P., Amandi, A.: eteacher: providing personalized assistance to e-learning students. Comput. Educ. 51(4), 1744–1754 (2008). https://doi.org/10.1016/j.compedu.2008.05.008, http://www.sciencedirect.com/science/article/pii/S036013150800078X

  47. Sfenrianto, S., Hartarto, Y., Akbar, H., Mukhtar, M., Efriadi, E., Wahyudi, M.: An adaptive learning system based on knowledge level for english learning. Int. J. Emerg. Technol. Learn. (iJET) 13(12), 191–200 (2018). https://onlinejour.journals.publicknowledgeproject.org/index.php/i-jet/article/view/8004

  48. Spencer, K.: Predicting word-spelling difficulty in 7- to 11-year-olds. J. Res. Read. 22(3), 283–292 (1999). https://doi.org/10.1111/1467-9817.00091, https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.00091

  49. Srivastava, B., Haider, M.T.U.: Personalized assessment model for alphabets learning with learning objects in e-learning environment for dyslexia. J. King Saud Univ. - Comput. Inf. Sci. (2017). https://doi.org/10.1016/j.jksuci.2017.11.005, http://www.sciencedirect.com/science/article/pii/S1319157817302306

  50. Sternberg, R.J., Sternberg, K.: Cognitive Psychology, pp. 1–609. Belmont, Cengage Learning (2012)

    Google Scholar 

  51. Vrasidas, C.: Constructivism versus objectivism: implications for interaction, course design, and evaluation in distance education. Int. J. Educ. Telecommun. 6(4), 339–362 (2000)

    Google Scholar 

  52. Wajuihian, S., Naidoo, K.: Dyslexia: an overview. Afr. Vis. Eye Health 70(2), 89–98 (2011). https://doi.org/10.4102/aveh.v70i2.102, https://avehjournal.org/index.php/aveh/article/view/102

  53. Weibelzahl, S.: Evaluation of adaptive systems. In: Bauer, M., Gmytrasiewicz, P.J., Vassileva, J. (eds.) UM 2001. LNCS (LNAI), vol. 2109, pp. 292–294. Springer, Heidelberg (2001). https://doi.org/10.1007/3-540-44566-8_49

    Chapter  Google Scholar 

  54. Zaharias, P., Poylymenakou, A.: Developing a usability evaluation method for e-learning applications: beyond functional usability. Int. J. Hum.-Comput. Interact. 25(1), 75–98 (2009). https://doi.org/10.1080/10447310802546716

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Computer Science, University College Alwajjh, University of Tabuk, Tabuk, Saudi Arabia

    Weam Gaoud Alghabban

  2. School of Computer Science, University of Birmingham, Birmingham, UK

    Weam Gaoud Alghabban & Robert Hendley

Authors
  1. Weam Gaoud Alghabban
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Robert Hendley
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Weam Gaoud Alghabban .

Editor information

Editors and Affiliations

  1. University of Crete and Foundation for Research and Technology – Hellas (FORTH), Heraklion, Greece

    Constantine Stephanidis

  2. Coventry University, Coventry, UK

    Don Harris

  3. Cranfield University, Cranfield, UK

    Wen-Chin Li

  4. Soar Technology Inc., Orlando, FL, USA

    Dylan D. Schmorrow

  5. Design Interactive, Inc., Orlando, FL, USA

    Cali M. Fidopiastis

  6. Cyprus University of Technology, Limassol, Cyprus

    Panayiotis Zaphiris

  7. Cyprus University of Technology, Limassol, Cyprus

    Andri Ioannou

  8. DePaul University, Chicago, IL, USA

    Xiaowen Fang

  9. Soar Technology, Inc., Orlando, FL, USA

    Robert A. Sottilare

  10. Fraunhofer FKIE, Wachtberg, Germany

    Jessica Schwarz

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Alghabban, W.G., Hendley, R. (2020). Adapting E-Learning to Dyslexia Type: An Experimental Study to Evaluate Learning Gain and Perceived Usability. In: Stephanidis, C., et al. HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games. HCII 2020. Lecture Notes in Computer Science(), vol 12425. Springer, Cham. https://doi.org/10.1007/978-3-030-60128-7_39

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-60128-7_39

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-60127-0

  • Online ISBN: 978-3-030-60128-7

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation