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

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


Colleges, School and Institutes


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 rigorous 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.


Original languageEnglish
Title of host publicationUMAP '20 Adjunct
Subtitle of host publicationdjunct Publication of the 28th ACM Conference on User Modeling, Adaptation and Personalization
Publication statusPublished - Jul 2020
EventUMAP 2020, the 28th Conference on User Modeling, Adaptation and Personalization - Genoa, Italy, Virtual Event
Duration: 12 Jul 202018 Jul 2020


ConferenceUMAP 2020, the 28th Conference on User Modeling, Adaptation and Personalization
CityVirtual Event


  • Adaptive e-learning, Dyslexia type, Student satisfaction, Children with dyslexia