The Impact of Adaptation Based on Students’ Dyslexia Type: An Empirical Evaluation of Students’ Satisfaction

Research based on dyslexia type adaptation has received little attention from researchers. What work there is, is often marked by a lack of well-designed and rigourous experimental evaluation in terms of its effectiveness, in general, and specifically of the satisfaction of students with dyslexia with their learning. A high level of student satisfaction is a significant indicator of a system's effectiveness, where it improves students' experience and motivation and, therefore, enhances their learning process. This paper aims to investigate how adaptation based on a student's dyslexia type affects their satisfaction. An adaptive e-learning system that adapts learning material based on dyslexia type was implemented. A controlled experiment was conducted with 40 students with dyslexia to evaluate their satisfaction level with the e-learning system. The results show that students were more engaged and satisfied with their learning experience when the learning content matched their dyslexia type. This indicates that adapting learning material according to dyslexia type can improve the satisfaction of these students and increase their motivation and experience.