Exploring the Effectiveness of Adaptation Based on Dyslexia Type and Reading Skill Level to Support Learners with Dyslexia

Weam Alghabban, Robert Hendley

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

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E-learning has become a popular tool for helping people with dyslexia to improve their reading, as it provides interactivity anywhere and at any time. However, most traditional e-learning systems are designed for a generic learner, regardless of each individual’s differences and needs. In this context, a successful e-learning system needs to consider the learner’s individual characteristics – in particular, their dyslexia type and reading skill level. This can lead to a more appropriate learning experience and interaction. There is, however, a need to understand the value of this adaptation, particularly on the learning gain. This study contributes to research by bridging this under-investigated gap by evaluating the learning effectiveness of adapting material based on the learner’s dyslexia type and reading skill. A controlled, between-subjects experiment with 47 subjects is described and the results presented and analysed. The findings indicate that adaptation based on the combination of dyslexia type and reading skill level results in significantly better short-term and long-term learning gains and greater learner satisfaction than non-adapted material. There is also evidence that this benefit transfers to learners’ reading performance on unseen material.
Original languageEnglish
Title of host publicationProceedings of the 35th International BCS Human Computer Interaction Conference (HCI 2022)
EditorsEd de Quincey, Sandra I. Woolley, Marco Ortolani, Goksel Misirli, Bappaditya Mandal, Nadia Kanwal, James Mitchell, James Rooney
Number of pages10
Publication statusPublished - 31 Jul 2022
Event35th International BCS Human-Computer Interaction Conference - Keele, United Kingdom
Duration: 11 Jul 202213 Jul 2022

Publication series

NameElectronic Workshops in Computing (eWiC)
ISSN (Electronic)1477-9358


Conference35th International BCS Human-Computer Interaction Conference
Abbreviated titleHCI2022
Country/TerritoryUnited Kingdom


  • Adaptive e-learning
  • Dyslexia type
  • Reading skill level
  • Learning gain
  • Satisfaction
  • Arabic
  • Dyslexia


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