Exploring Design Guidelines of Tangible Interaction in Learning for Children with Dyslexia

  • Authors

    • Siti Nurliana Jamali
    • Novia Admodisastro
    • Abdul Azim Abd Ghani
    • Sa’adah Hassan
    • Azrina Kamaruddin
    • Siti Suhaila Abdul Hamid
    2018-12-09
    https://doi.org/10.14419/ijet.v7i4.31.23361
  • design guidelines, dyslexia, children, tangible interaction

  • Tangible Interaction (TI) has shown many benefits in various situations for it provides more direct manipulations and haptic feedback. In addition, TI also provide a more enjoyable learning environment.  Despite active research in TI, there is limited research on design learning, particularly associated with the TI for children with dyslexia. Current approaches are found to still depend on traditional multisensory teaching materials. However, some literatures argued that the use of traditional multisensory teaching materials used in the current teaching technique is less attractive, lack sense, offer no feedback such as sound and only rely heavily on the teacher. A preliminary study was conducted to understand better how TI works for children with dyslexia. The study is conducted by the research team using a semi-structured interview and observations with teachers who teach dyslexic children.  In this paper, an investigation of the teaching materials and learning approaches used in the Dyslexia Association of Malaysia (DAM) learning centre to support children with dyslexia were studied and analysed. Finally, design guidelines are constructed and proposed based on the data obtained from the study conducted. The design guidelines will be adopted to develop a tangible interaction between the learning model and its prototype for children with dyslexia.

     

  • References

    1. [1] Antle A. N., & Alyssa F. Wise, Getting down to details: using theories of cognition and learning to inform tangible user interface design interacting with computers, Vol.25, No.1,(2013), pp:1-20, available online: https://doi.org/10.1093/iwc/iws007, last visit:15.01.2018.

      [2] Antle, A. N., Fan, M., & Cramer, E. S., “PhonoBlocks: a tangible system for supporting dyslexic children learning to readâ€. Proceedings of the international conference on tangible, embedded and embodied interaction, ACM, (2015), pp:533-538, available online: http://dx.doi.org/10.1145/2677199.2687897

      [3] Avramidis, E., Bayliss, P., & Burden, R. (2000). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. teaching and teacher education, Vol. 16, No.3, pp: 277-293, available online: https://doi.org/10.1016/S0742-051X(99)00062-1, last visit:10.02.2018

      [4] Braun, V., & Clarke, V.,†Using thematic analysis in psychologyâ€. Journal of qualitative research in psychology, Vol.3, No.2, (2006), pp.77-10, available online: https://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa, last visit: 07.06.2018

      [5] British Dyslexia Association(1999). Assessing reading difficulties: a diagnostics and remedial approach. Windsor: NFER-Nelson

      [6] Clark, J. M., & Paivio, A.: dual coding theory and education. Educational psychology review, Vol.3, No.3, (1991), pp:149-210, available online: https://doi.org/10.1007/BF01320076

      [7] Falcao, T. P., & Price, S., “Informing design for tangible interaction: a case for children with learning difficultiesâ€, Proceedings of the 9th international conference on interaction design and children ACM, (2010), pp. 190-193,available online: http://dx. doi.org/10.1145/1810543.1810568

      [8] Fan, M., Antle, A. N., & Cramer, E. S.,â€Design rationale: opportunities and recommendations for tangible reading systems for childrenâ€, Proceedings of the The 15th International Conference on Interaction Design and Children, ACM, (2016), pp. 101-112, available online: http://dx. doi.org/10.1145/1810543.1810568

      [9] Fan, M., & Antle, A. N., “Tactile letters: a tangible tabletop with texture cues supporting alphabetic learning for dyslexic childrenâ€, Proceedings. of the conference on tangible, embedded, and embodied interaction, ACM, (2015), pp. 673-678, available online: http://dx.doi.org/10.1145/2677199.2688806

      [10] Gomez, C., Dyslexia in Malaysia International book of dyslexia: A guide to practice and resources, John Wiley & Sons, (2004), pp: 158-163.

      [11] Hengeveld, B. J. (2011). Designing LinguaBytes: a tangible language learning system for non-or hardly speaking toddlers (Doctoral dissertation, Technische Universiteit Eindhoven).

      [12] Kinesthetic Learning Strategies, (2017), Kinesthetic learning strategies for various subjects, available online: http://www.kinestheticlearningstrategies.com/kinesthetic-learning-strategies-for-various-subjects/

      [13] Madeira, J., Silva, C., Marcelino, L., & Ferreira, P., “Assistive mobile applications for dyslexiaâ€, Proceedings of procedia computer science, Vol.64, (2015), pp: 417-424, available online: https://doi.org/10.1016/j.procs.2015.08.535

      [14] Muhammad Haziq Lim Abdullah, Syariffanor Hisham, and Shahril Parumo.,†MyLexics: an assistive courseware for dyslexic children to learn basic malay languageâ€, SIGACCESS Newsletter Issue 95, (2009), pp: 3–9, available online: http://doi.org/10.1145/1651259.1651260

      [15] Minogue, J., & Jones, M. G., “Haptics in education: exploring an untapped sensory modalityâ€. SAGE Journal review of educational research, Vol.76, No.3, (2006), pp. 317-348, available online: https://doi.org/10.3102/00346543076003317, last visit: 05.06.2017

      [16] Marti, P., & Lund, H. H. “Novel tangible interfaces for physical manipulation, conceptual constructions and action compositionâ€, Proceedings of the intelligent manipulation and grasping, Vol. (2004).

      [17] Ndombo,M.,D., “An intelligent integrative assistive system for dyslexic learnersâ€. Journal of assistive technologies, Vol.7, No.3, (2013), pp.172–187, available online: https://www.emeraldinsight.com/doi/abs/10.1108/JAT-11-2012-0036, last visit: 20/06/2017

      [18] Pandey, S., & Srivastava, S.,â€Tiblo: a tangible learning aid for children with dyslexiaâ€. Proceedings of the conference on creativity and innovation in design. ACM (2011), pp:221-220, available online:http://dx.doi.org/10.1145/2079216.2079247

      [19] Reid, G.: Dyslexia: A Practitioner's Handbook. John Wiley & Sons (2016),pp:1-23.

      [20] Siti Zulaiha Ahmad, Nik Ludin Nik Noor Amalina Amirah, Mohd Ekhsan Hawa, Rosmani Arifah Fasha, and Ismail Mohd Hafiz., “Bijak membaca - applying phonic reading technique and multisensory approach with interactive multimedia for dyslexia childrenâ€, CHUSER IEEE Colloquium on Humanities, Science and Engineering Research, (2012), pp: 554–559, available online:https://doi.org/10.1109/CHUSER.2012.6504375

      [21] Siti Suhaila A. Hamid, Novia Admodisastro, , Azrina Kamaruddin, Noridayu Manshor, & Abdul Azim Abdul Ghani., “Informing design of an adaptive learning model for student with dyslexia: a preliminary studyâ€. Proceedings of the 3rd international conference on human-computer interaction and user experience in Indonesia, ACM, (2017), pp. 67-75, available online:

      [22] http:// doi.org/10.1145/3077343.3107577

      [23] Scruggs, T. E., & Mastropieri, M. A., “The construction of scientific knowledge by students with mild disabilitiesâ€, Journal of special sducation, Vol. 28, No.3, (1994), pp. 307-321, available online:http://journals.sagepub.com/doi/abs/10.1177/002246699402800306, last visit : 16.03.2016

      [24] Smythe, I., Everatt, J., & Salter, R., The International Book of Dyslexia: A Guide to Practice and Resources. John Wiley & Sons. (2005), pp:158-164.

      [25] Subramaniam Vijayaletchumy, Vijay Kumar Mallan, and Che Mat Noor Hayati.,†Multisenses explication activities module for dyslexic children in malaysiaâ€, Asian Social Science, Vol.9, No. 7, (2013), pp:241–267,available online: https://doi.org/10.5539/ass.v9n7p241

      [26] Teh, T. T. L., Ng, K. H., & Parhizkar, B., “TraceIt: an air tracing reading tool for children with dyslexiaâ€. International Visual Informatics Conference Springer, Cham, Vol.9429, (2015), pp: 356-366, available online:https://doi.org/10.1007/978-3-319-25939-0_32

      [27] The International Dyslexia Association†multisensory structured language teaching†2000. Available online: https://dyslexiaida.org/multisensory-structured-language-teaching-fact-sheet/, last visit 02.05.2018

      [28] Tittarelli, M., Marti, P., & Peppoloni, D., “Rapping dyslexia: learning rhythm, rhyme and flow in dyslexic childrenâ€, Proceedings of the 8th nordic conference on human-computer interaction: fun, fast, foundational ACM, (2014), pp:865-870, available online:http://dx.doi.org/10.1145/2639189.2670181

      [29] Zuckerman, O., Arida, S., & Resnick, M.,†Extending tangible interfaces for education: digital montessori-inspired manipulativesâ€, Proceedings of the SIGCHI conference on human factors in computing systems ACM, (2005), pp: 859-868, available online: http:// dx.doi.org/10.1145/1054972.105509

  • Downloads

  • How to Cite

    Nurliana Jamali, S., Admodisastro, N., Azim Abd Ghani, A., Hassan, S., Kamaruddin, A., & Suhaila Abdul Hamid, S. (2018). Exploring Design Guidelines of Tangible Interaction in Learning for Children with Dyslexia. International Journal of Engineering & Technology, 7(4.31), 168-174. https://doi.org/10.14419/ijet.v7i4.31.23361