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

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.

@article{Jamali2023,
  title     = {Learning Engagement of Children with Dyslexia Through Tangible User Interface: An Experiment},
  journal   = {International Journal of Advanced Computer Science and Applications},
  volume    = {14},
  number    = {11},
  year      = {2023},
  publisher = {The Science and Information Organization},
  author    = {Siti Nurliana Jamali and Novia Admodisastro and Azrina Kamaruddin and Saadah Hassan},
  doi       = {10.14569/IJACSA.2023.0141186},
  url       = {https://doi.org/10.14569/IJACSA.2023.0141186}
}