New Technology Approach (D-MIC) for Students with Dyslexia

Abstract

Dyslexic children have their own learning preference, such as simple task, short time performance, motivation oriented, and multi-sensory preference. Intervention for dyslexia is possible and some researches have been done to help dyslexic children to learn better. Here, the researchers have done a preliminary research by combining instructional technology and mobile technology, then produced a mobile comic application. The application, named D-Mic was developed and observation was conducted to foresee possibilities of dyslexia children learning style. D-Mic was designed using instructional process. The evaluation covers five processes: entry level, impression, interface communication, navigation, and motivation. Hallway and Think Aloud Protocol usability testing methods were employed among three dyslexia students to test the prototype. As a result, D-Mic reveals motivation of learning, as well as good response in interactive learning. The study also reported that there was evidence that the mobile application interface design communicates effectively to the dyslexic children. It concludes the perception to the fact that dyslexia children have no problem in using mobile as their learning tool. Following this study, the researchers will look into more possibilities on the learning style. The researchers are working on employing richer content and integrating with special instruction.