TY - GEN
T1 - Unobtrusive monitoring of learners' game interactions to identify their dyslexia level
AU - Tlili, Ahmed
AU - Najjar, Roua
AU - Essalmi, Fathi
AU - Jemni, Mohamed
AU - Chang, Maiga
AU - Huang, Ronghuai
AU - Chang, Ting Wen
N1 - Publisher Copyright:
© 2020 IEEE.
PY - 2020/7
Y1 - 2020/7
N2 - Several research studies have highlighted that the traditional method of identifying dyslexia within learners is time consuming, expensive and might not be effective as some people acquired the skills to hide their disability. Particularly, no tool or method was reported in the Arab region (22 countries) that could help identify dyslexia within Arab learners. Therefore, this paper presents a developed and validated educational game to implicitly identify the level of dyslexia within learners based on their game play traces. The game was played by twenty-six children within a private school for special education with the supervision of experts from a private center for learners with disabilities. The obtained results showed that the accuracy level of identifying learners with dyslexia with the use of the game is high. Additionally, the experts reported a favorable perception and high technology acceptance degree towards the game. The findings of this research could enhance the educational technology field by providing an educational game design for implicit identification of dyslexia level.
AB - Several research studies have highlighted that the traditional method of identifying dyslexia within learners is time consuming, expensive and might not be effective as some people acquired the skills to hide their disability. Particularly, no tool or method was reported in the Arab region (22 countries) that could help identify dyslexia within Arab learners. Therefore, this paper presents a developed and validated educational game to implicitly identify the level of dyslexia within learners based on their game play traces. The game was played by twenty-six children within a private school for special education with the supervision of experts from a private center for learners with disabilities. The obtained results showed that the accuracy level of identifying learners with dyslexia with the use of the game is high. Additionally, the experts reported a favorable perception and high technology acceptance degree towards the game. The findings of this research could enhance the educational technology field by providing an educational game design for implicit identification of dyslexia level.
KW - Disability
KW - Dyslexia
KW - Educational games
KW - Phonological awareness
KW - Specific learning disorders
KW - Visual-spatial attention
UR - http://www.scopus.com/inward/record.url?scp=85091130657&partnerID=8YFLogxK
U2 - 10.1109/ICALT49669.2020.00040
DO - 10.1109/ICALT49669.2020.00040
M3 - Published Conference contribution
AN - SCOPUS:85091130657
T3 - Proceedings - IEEE 20th International Conference on Advanced Learning Technologies, ICALT 2020
SP - 109
EP - 113
BT - Proceedings - IEEE 20th International Conference on Advanced Learning Technologies, ICALT 2020
A2 - Chang, Maiga
A2 - Sampson, Demetrios G
A2 - Huang, Ronghuai
A2 - Hooshyar, Danial
A2 - Chen, Nian-Shing
A2 - Kinshuk, Kinshuk
A2 - Pedaste, Margus
T2 - 20th IEEE International Conference on Advanced Learning Technologies, ICALT 2020
Y2 - 6 July 2020 through 9 July 2020
ER -