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

Weam Gaoud Alghabban, Robert Hendley

Research output: Chapter in Book/Report/Conference proceedingConference contribution


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.
Original languageEnglish
Title of host publicationHCI International 2020, Proceedings
Number of pages19
Publication statusAccepted/In press - 22 Jun 2020
EventHCI International 2020: 22nd International Conference on Human-Computer Interaction - Copenhagen, Denmark
Duration: 19 Jul 202024 Jul 2020

Publication series

NameLecture Notes in Computer Science
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349


ConferenceHCI International 2020


  • Dyslexia type
  • E-learning
  • Adaptability
  • Arabic
  • Learning gain
  • Usability


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