2011 International Conference on User Science and Engineering (i-USEr)
Interactive Screen-Based Design for
Dyslexic Children
Rozita Ismail
College of Information Technology
Universiti Tenaga Nasional
Bangi, Malaysia
Abstract—Computers and educational multimedia courseware
have the potential in helping dyslexic children in education and
self development. There are still not many educational
multimedia courseware, games and web sites that were designed
specifically for those with learning difficulties. We conducted a
preliminary research that collected information on how these
children feel and react when they interacting with educational
multimedia courseware. This paper reports the problems faced
by these children and intended as a step to understand the
difficulties children with dyslexia experienced while using
educational multimedia courseware.
Keywords - educational multimedia courseware; dyslexia
I. INTRODUCTION
Learning difficulties among school children is due to
difficulties they faced in their early education. Unable to read
or write a simple word or sentences when they are in primary
school are an early symptom that they need continuous
support from teachers and parents. Reading skill is a basic
necessity in children early education, as there are many inputs
to new knowledge that require them to digest it from books
and academic literature. In Malaysia, most of the children are
expose to reading exercise as early as 4 years old during their
days in kindergartens. An article in a local newspaper
reported that there are still 100,000 children aged between 7 to
12 years old having problems in reading and forming basic
sentences. In most cases, the problem with reading difficulties
commonly associated with a symptom of dyslexia or children
with reading disabilities [1]. Even though this is not a serious
health problem as the children are actually behaving normal in
every aspect of their life, in [2] and [3] mentioned that
dyslexic children need appropriate teaching method to help
them to read and recognize their strength and areas of
competence. According to [4] not being able to read can lead
to low self-esteem and low-confidence and will cause failure
in the children’s education life. In this study we would like to
find out what are the problems faced by dyslexics if
educational multimedia courseware is being implemented as
one of the teaching techniques in the classroom.
978-1-4577-1655-3/11/$26.00 © 2011 IEEE
Azizah Jaafar
Faculty of Information Science and Technology
Universiti Kebangsaan Malaysia
Bangi, Malaysia
II. DYSLEXIA
Dyslexia is the most common learning difficulties in
children and estimated around 10 percent to 17; 5 percent
across countries [3]. Previous studies [5]-[7] stressed that
dyslexia is one of several distinct learning difficulties in
reading, writing, mathematics orientation and coordination.
Dyslexia also has problem related to inability to use the short-
term memory, which sometimes referred to neurological
deficit [5], [8], [9]. As a result, the usual method in teaching
normal children is not suitable for those with dyslexia. They
will feel dejected and lost interest when the normal method
used does not give positive results. Most researchers in
previous and current studies, tried to explore and find ways in
helping dyslexic to realize their potential despite having
difficulties in coping their problems in acquiring knowledge.
As parents as well as teachers, the information on myths,
causes and psychological aspects of dyslexic child are
important [10]. Not only that, they should be aware of variety
of techniques using visual images, multisensory approach,
games can be adopted in classroom. Implementing various
techniques in class activity could increase dyslexic child’s
motivation and self-esteem [5].
It is important for teachers and educators to observe
dyslexic child in the early stage to ensure they are not
abundance or left out in mainstream education. The majority
of the new research focuses on the use of phonological
techniques in helping the child to learn how to read [3], [11],
[12]. According to past research [13] children were put
through a series of exercises over the 12 weeks course that
were designed to facilitate the gradual expanding use of letter-
phoneme relationships in early reading and spelling. A similar
program has been developed that encouraged an increased
reading role in order to produce a better memory for text in the
primary level [14]. These studies are designed for early
intervention so that necessary steps can be taken to help
dyslexic in their academic environment.
III. USING COMPUTER TECHNOLOGIES
Nowadays children are increasingly using computer
technologies. Although computers will never replace
important play and learning material such as paint, blocks,
sand, flash cards and books [15]. It is proved that by using
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computer in classroom could increase their interest and help in
engaging their attention towards acquiring knowledge [16].
The current traditional teaching practice using book series and
teacher using white board while children listening to them and
try to grasp what the teacher is trying to tell them somehow is
not suitable for children with special needs like dyslexia.
Children with dyslexia need to be taught using alternative
teaching techniques to attract their attention. If they are
engaged with the learning session, it is easier for them to
understand every lesson taught by their teachers. Most
dyslexics encounter visual problems such as Pattern Glare,
number and letter recognition, letter reversal, word additions
and omissions. These visual problems as discussed in [17] can
be reduced by using computer.
A small-scale preliminary study was conducted to explore
how a group of dyslexic’s children feel and react when they
use educational multimedia courseware in learning Bahasa
Melayu (Malay language).
IV. METHOD
Observation and interviews were conducted with dyslexic
children to develop an understanding of their difficulties using
educational multimedia courseware and computer. Twelve
dyslexics were interviewed face-to-face about their various
dyslexia-related difficulties. Questionnaires were distributed
to teachers that are under the Special Education Unit of
Sekolah Jalan 6 Bandar Baru Bangi.
A. Participants
Twelve primary dyslexic children that participated in the
study were selected by teacher who is in charge of Special
Education Class (Kelas Pendidikan Khas). They were
between 8 and 12 years old. All the participating children had
normal vision and 10 out of 12 are all boys. School and
parental consents were obtained for all the children that took
part in the study.
B. Materials
The educational multimedia courseware that was chosen
was developed based on discussion with teacher from Sekolah
Kebangsaan Taman Maluri for students in Year 1. The
educational multimedia courseware aim is to teach students in
Year 1 to familiarize with alphabets and know how to
pronounce basic syllable. There are five menus and we
focused on only three menus (refer to Fig. 1).
C. Procedure
The study was divided into two phases, the testing and
interview phases. During the testing phase, children need to
use and play around with the educational multimedia
courseware by themselves. Prior to that, a brief instruction
was given so that they understand and they are aware of what
they need to do. Children on-screen activities were recorded
(e. g. Which icon they had clicked?). We also used webcam
in order to record their reaction and behavior while interacting
with the educational multimedia courseware. Time given was
approximately 15-20 minutes for each child. Immediately
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Figure 1. Main menu of the courseware.
after the testing phase, an interview phase was conducted to
get details on their background and how they feel after using
the educational multimedia courseware.
V. RESULTS
Basically the result showed that the dyslexic children
showed positive attitude towards the use of computer and
educational multimedia courseware. Pattern obtained from the
testing phase revealed that children with dyslexia despite have
been linked to short-term memory deficits [18]; it seems they
were able to explore the courseware as instructed. Although at
first they looked confused, after a while most of them were
excited to explore the courseware by themselves. Dyslexia
experienced problem with sequences where most of the
participants explored the courseware without following the
instructions given earlier [19]. Some of them even try out the
parts that were not showed by the researcher.
Most of the boys were eager to explore courseware and
actively asking and giving feedback throughout the session.
One of the girls was observed having hard times to read the
instruction in the courseware before deciding clicking on the
icons available in the courseware. Lack of reading skills
makes it difficult for them to explore the courseware by
themselves. Another girl was observed keep on depending to
the researcher to assist on what she should do next. If she was
not entertained she rather just sits and starred at the computer
screen. Most of the children enjoyed listening to the positive
feedback (e. g. Applause sound or image of ice-cream appear
on the screen) when they get correct answers and managed to
complete a task.
Here we summarized the problems that these children
encountered while using the educational multimedia
courseware.
• Hard to read small font of text based instruction
(refer to Fig. 2). As discussed in [20] to make
content of web-based multimedia for people with
learning difficulties, a specific guidelines is needed to

Small font
Figure 2. Screen with small font.
minimize visual discomfort and to facilitate the visual
part of the reading process. According to the
guidelines [20] the minimum type size of 12 point is
recommended. Not only that, considerations for type
face, type style, type weight, spacing, line length and
alignment were also being highlighted.
• Dislikes crowding texts, flashing and moving text.
Cluttered screen with flashing text can lead to visual
stress and discomfort when reading [19]. These were
observed when one of the screens in the courseware
contains a flashing text to highlight the instructions
(refer to Fig. 3). As recommended in [20], short
paragraphs using short text are preferred by
dyslexics. Some dyslexics were observed not
comfortable with black text on white background due
to the high contrast [21]. In line with the
recommendation by [20] to use dark blue or black on
pale blue or yellow colour for screen and text colour.
• Slow reading speed due to limited reading skills also
make it hard to navigate within screens because the
children could not understand the instruction in the
screen. This is because the process of text
understanding requires comprehension of words
meaning [6].
• Screen that offer auditory instructions were preferred
rather than requiring reading. As mentioned in [22],
dyslexia has deficits in both visual and auditory
processing. It is important to consider accessibility
function to be included in designing an educational
multimedia courseware. Thus, it is suggested to use
graphics and speech to support text-based content
[20].
• Lack of patience, sometimes they just click on
everywhere hoping they will get to certain screen
without reading the instruction or the label of the
icon. This situation occurred because dyslexic
children may easily get distracted and become
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Flashing texts
Figure 3. Screen with flashing texts.
mentally tired sooner than others [5]. Dyslexic needs
a short break in each learning session.
• Difficulty in using mouse with bigger size, where
they need to drag and drop in one of the activity
(their hand size is small). Past studies of dyslexia
have correlated the condition with difficulty of motor
control [17]. Therefore, other options of accessing
and manipulating the screen can be considered to
improve efficiency for dyslexic’s children.
• Difficulty in understanding the connection between
specific icons and their functions. (e. g. the use of
picture of house to indicate home or main menu).
Individual with dyslexia may encounter short term
memory. Thus, a consistent use of graphics, color
and icons are recommended.
VI. DISCUSSIONS
From the study, it shows that every dyslexic has different
strengths, needs and approaches to learning. Dyslexics have
same level of IQ like normal children but due to their
difficulties with language [23] they loss self-confidence.
Dyslexics who have higher language and communication
skills experience less frustration. This is because they can
explain what they want and how they feel. While those with
limited language and communication skills having hard times
to compensate their limitations and capabilities. A better
understanding of problems and difficulties faced by dyslexics
will allow us to find ways to prevent learning problems from
occur or become worst.
We suggest adding a computer curriculum for teachers for
the enhancement and encouragement of computer and
educational multimedia courseware use for children with
dyslexia. Educational multimedia courseware offer a fun and
safe learning environments. It encourages the student to think
and engage them with the activities that promote acquisition of
skills and knowledge in a pleasant interactive way [24].
Dyslexics have difficulties in following instructions and
sustaining attention if we still implement the traditional
approach in classroom. Thus, using computers and
educational multimedia courseware encourage learning at their
own pace and help to boost up these children’s interest of
knowledge. They could be creative and productive individuals
adapted with the use of these tools.
VII. FUTURE WORKS
For future work we will carry out analysis of the recent
data gathered. The findings need to be further validated using
statistical tool e. g. Rasch model.
ACKNOWLEDGMENT
The authors would like to thank Karimah Umar, Eze
Manzura Mohd Mahidin, Siti Salwa Ismail, Mohamad
Zaliman for their great assistance in developing the
courseware. Special thanks to teachers of Sekolah
Kebangsaan Taman Maluri and Sekolah Kebangsaan Jalan 6
Bandar Baru Bangi for being helpful throughout the study.
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