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Evaluation of Mobile Application (Apps) among

Students with Dyslexia (SwD) : A Literature
Review

Conference Paper · November 2013

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Nor Zuhaidah Mohamed Zain Murni Mahmud

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 Evaluation of Mobile Application (Apps) among Students with Dyslexia
(SwD) : A Literature Review
Sr. Nor Zuhaidah Mohamed Zain and Associate Professor Dr Murni Mahmud
Department of Information Systems, Kuliyyah of ICT, IIUM
norzu2011@gmail.com, murni@iium.edu.my

Abstract--Student with learning disabilities (SLDs) have received more attention parallel with
Information and Communication Technology (ICT) development. Learning to think and understand
seems to be a crucial skill in education these days. Intricacy can take place when students, especially
SLDs need to digest information of their reading from books, lecture session or academic discussion.
There are wide ranges of technologies to assist SLD in supporting performance of daily activities, known
as assistive technology (AT). It will help increasing ability or adjusting proficiency of LD student to learn
effectively. Mobile application (app) or content refers to any application retrieved or accessed and looked
for in any mobile devices, especially for learning purpose. Currently, learning through mobile or mobile
learning (m-learning) is claimed to be more innovative and student-centred. However some of the
products developed in the mobile devices are not compliant with guideline and instructional method for
learning purpose. The design and development of the application are done through certain process,
without taking special need requirement into consideration. This research aims to review into application
for learning purpose among students with LD, specifically student with dyslexia (SwD).
Keywords—evaluation; mobile learning; students with learning disability; dyslexia.

I. INTRODUCTION

Student with learning disabilities (SLDs) have received more attention parallel with Information
and Communication Technology (ICT) development. They also receive more attention in the current
learning and teaching development. Government initiative in special education has been recognized as
one of the basic reason why education for students with all type of disabilities has advanced [1].
Learning to think and understand seems to be a crucial skill in education these days.

Intricacy can take place when students, especially SLDs need to digest information of their reading
from books, lecture session or academic discussion. Students with mild to moderate disabilities need
strategies to help them achieve success in their content-area classes. For SLDs, they acquire special
attention and exceptional strategies to accomplish success in academics. They need extra support to
focus on important information and learn how to organize information. It is important to understand
how these types of students construct meaning.

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 Each single day, SLD needs to perform daily activities as student without disability do. There are
wide range of technologies can be utilized to assist SLD in supporting performance of daily activities,
including assistive devices [2]. Assistive devices, which is part of assistive technology (AT) will help
increasing ability or adjusting proficiency of LD student to learn effectively.

This paper is organized as follows. It begins with Introduction in Section I. This is followed by
discussion of mobile application in Section II, learning disability in Section III, as well as technology
for dyslexia in Section IV. After that, the literature review is summarized in Section V.

II. LITERATURE REVIEW

In general, mobile application (app) or content refers to any application retrieved or accessed and
looked for in any mobile devices, especially for learning purpose. It can be websites, educational blog,
educational games, electronic book (e-book), content in educational courseware or other application
which is suitable to be used in learning. With the growing popularity of mobile devices such as smart
phones, tablets, and PocketPC, several numbers of educational applications for mobile content have
been developed.
As a complement, new technologies and methodologies have been used in order to allow students to
learn inside and outside the traditional classroom setting [3]. At the same time, numbers of mobile
gadgets have contributed to the increase of diversity and capacity of multimedia options and wireless
communication technologies of the devices, provided by several main developers in current market.
Nevertheless, learning through mobile or usually known as mobile learning (m-learning) at present
is claimed to be more innovative and student-centred. M-learning is the use of variety of handheld
technologies, together with wireless or Internet connection to facilitate, support, enhance and extend
the means of teaching and learning. It is a unique collaborative approach to encouraging, supporting,
expanding and promoting mobile learning, primarily in English post-14 education and training, via
supported shared cost mobile learning projects.
In order to design for children with special needs, we need to tailor the design according to the
children with special needs. As designers begin to develop technology specifically for children with
special needs, consideration must be given to the unique needs of these children. One encouraging
trend in research in the past few years has been on designing technologies for children with special
needs. Most of these technologies are aimed at aiding children’s development and education [22].

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A. Type of Mobile Application (MA)
Nowadays, mobile devices are essential tools for human daily living. People adapt more easily to
the use of the devices with the evolution of technologies. Parallel with the fast growth of wireless
handheld and mobile devices in trend, these equipments have become very popular, especially among
young people. Around the world, there are almost one and half billion mobile phones in operation, and
large percentage belongs to students. According to [4], devices such as Apple Ipad, Iphone, Android-
based and Symbian-based machines have shown to be the top four mobile devices that are actively use
by students. This shows the rapid application of m-learning concept as new instructional method.
However, some of the products developed in the mobile devices sometimes are not compliant with
guideline and instructional method for learning purpose. The design and development of the
application occasionally are done through certain process; often time requirements for special needs
receive lack of consideration. Evaluation is an important process in prototype or product development.
Since the evaluation of m-learning application is for student with dyslexia (SwD), developers need to
alert with mental and physical ability of students and pedagogical effectiveness aspect. The user
interface of MA should be very general and intuitive to be used at suitable age level. The MA should
support learners in learning the content material and make learning more effective and exciting [5].

B. Evaluation of Mobile Application

Good usability evaluation is much required in developing educational software to support learning.
Usability of MA should address the concern of people to efficiently manipulate the software and must
be appropriate to accomplish intended learning task [6]. Good usability has significant link to user
experience (UX). UX is seen as something desirable, though the ‘something’ means remains open and
debatable, due to several reasons [7]. Usability, as in ISO 9241 definition, is the extent to which a
product can be used by specified users to achieve specified goals with effectiveness, efficiency and
satisfaction in a specified context of use. Usability clearly plays a significant role for the success of
mobile application as AT, as it is intended to be used by ‘special users’.
Usability in mobile mode is derived from the emerging specialism within the more general field of
usability, which has been evolving. HCI researchers recognize that to produce computer systems with
good usability, it is vital to understand the psychological, ergonomic, organizational and social factors
that determine how people execute their task [8].

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 Normally, accessibility of an application begins and ends with making its interface accessible to a
screen reader user. Making the application accessible to SLD population has, for the most part, been
overlooked. It is agreed that applying human factors research is often helpful when developing any
websites or application for users with cognitive disabilities. This will lead to implication of future
application developed for mobile devices, which concern the SLD’s literacy and ability to adapt to
learning with mobile gadgets [9].
Traditionally, usability is assessed by taking measures of the users’ performance, noting where
users have difficulties with the interface, and asking the users for their opinions of the product [10].
Looking at a website from the user's point of view can provide insight into the needs and
considerations of that user. The concept of usability is an important factor to determine whether the
application will help in knowledge acquisition in educational application. Meanwhile, from industry’s
point of view, usability is seen as tools to help developer match the products with their user’s
requirement. Microsoft sees this as a problem-solving process.
Website developers or website owners have responsibility for making their websites accessible.
They can use to know what they need to do from internationals standards for web accessibility, which
is from W3C Web Accessibility Initiative (WAI) [11]. Meanwhile, [12] mentioned that development
of technologies that assist SLD has increased during the past decade. It was discovered that those
students who used computerized systems improved their grades and learning skills and reported an
improvement in their quality of life. This proves that computerized programs have served as a social
and emotional intervention tool amongst children with various learning disabilities.
It is clear that young children have relatively advanced verbal language skills yet they find spelling
difficult and usually will have difficulties in constructing written language [13]. The critical problem
occurs among SLD in this context. Thus, to engage novice learners and support their learning,
developer need to apply Learner-Centred Design (LCD) methods in order to make new learning
domains accessible.

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 III. LEARNING DISABILITY
A. Concept of Learning Disability (LD)
Learning disability or LD is a general term for a group of disorders associated with a multi faceted
mix of atypical brain patterns. It refers to a disorder that interferes with one's ability to store, process or
produce information [14]. LD is not a single disorder, but includes disabilities in any of seven areas
related to reading, language, and mathematics. Those separate types of LDs regularly co-occur with
one another and with social skill deficits and emotional or behavioral disorders.
There are varieties of LD definition. However, in broad term, SLDs have significant problems
acquiring and using some combination of listening, speaking, reading or writing skills due to
underlying difficulties involving their use of language. Learning disabilities (LDs) is detected as
neurological differences in processing information that severely limit a person's ability to learn in a
specific skill area. That is, these disorders are the result of actual differences in the way the brain
processes, understands, and uses information.
Everyone has differences in learning abilities, but people with LD have severe problems that persist
throughout their lives. There is no "cure" for LD. This shows that LD is a neurological disorder that
cannot be cured or fixed. It seems that reading comprehension is one of necessary skills throughout
schooling. It is the complex outcome of the process of constructing meaning.
LD affects the way children of average to above average intelligence receive, process, or express
information and lasts throughout life [15]. It impacts the ability to learn the basic skills of reading,
writing, or mathematics. LD, which can also recognized as learning disorder is an umbrella term for a
wide variety of learning problems. LD is not a problem with intelligence or motivation. Kids with LD
are not lazy or dumb. This difference affects how they receive and process information.
Based on numbers of research, most common forms of LD are dyslexia (also known as word
blindness), dyscalculia, dysgraphia, and short term memory dysfunction [16]. This proves that most
common types of LD involve problems with reading, writing, mathematics, reasoning, listening and
speaking. Children or adults with LD see, hear, and understand things differently. This can lead to
trouble with learning new information and skills, and putting them to use. In East Asia, Taiwan is one
of a few countries that have a clear definition of LD and operational criteria for the identification of
LD [17]. Special education services for SLD are mandated in the Special Education Act of 1984.
Education in Taiwan is moving forward in meeting the needs of these students.

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B. LD in Malaysia
In Malaysia, different definitions are used to describe disabled learners (DLs). Label such as
“handicapped”, “special needs” or “less able” are used interchangeably within the discourse of
education. DL is defined as students whose access to education is restricted due to their physical or
mental impairment [18]. Special Education (SE) is for learners who are hearing impaired, visually
impaired and those with learning difficulties as stated in the Malaysian Education Act 1998.

SE in Malaysia has been taken into consideration by the government way back before the country
gained independence in 1957. The emphasis was mainly focused on the provision of special education
to the visual and hearing impaired students. In the mid 1990s, more emphasis has been given to the
development of special education for LDs which is the biggest group of special needs in Malaysia.

SE in Malaysia is governed by two departments, which are the Special Needs Department within
Ministry of Education, and the Social Welfare Department, Ministry of National Unity and Social
Development [19]. The Special Education Section (newly set up in 2008, previously named as Special
Education Department) in Malaysia Ministry of Education oversees the implementation of SE
throughout the country. Obviously, SLDs have the opportunity for education in the special schools as
well as in the integrated programme and inclusion programme conducted in the mainstream primary
and secondary schools [20].

There are six main disabilities registered with the Department of Social Welfare Malaysia in 2011.
Physical disability is any impairment that limits the physical function of human motor ability. Both
visual and hearing impairment fall under the types of physical disabilities. Visual impairment is about
people that suffer from minor to various serious vision injuries or impairments, while hearing
impairment is the category of physical impairment that includes people that are completely or partially
deaf. Mental disorder and speech impairment refer to psychological pattern or anomaly. Both are
reflected in behaviour, which is generally associated with distress or disability. Other disability may
include autism, slow learner, or some other impairment.

Statistic of 2011 from Department of Social Welfare indicates that out of 359,203 disable people
registered with the department, 134,659 of them are learning disabled. They are identified as the
largest group of disability, as shown in Table I.

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 TABLE I. NUMBER OF PEOPLE WITH DISABILITY REGISTERED WITH DEPARTMENT OF SOCIAL WELFARE
MALAYSIA, 2011
Type of disability Number of People
Learning Disability 134,659
Physical Disability 123,346
Visual Disability 31,924
Hearing Disability 43,788
Mental Disorder 8,927
Speech Impairment 725
Others 15, 834
Source: http://www.jkm.gov.my/

C. Student with Learning Disability (SLD)

Identifying and diagnosing student with learning disabilities (SLDs) is a tremendous challenge for
counselors and educators; however it is crucial that the challenge be met at the earliest possible period
of development. Not only must the afflicted child be identified as having LD problems, the specific
type of LD must be determined accurately [15]. SLDs are as smart as or smarter than their peers;
however they may have difficulty in reading, writing, spelling and/or organizing information. SLD in
reading and writing fail to show the expected progress in the regular school. They usually get low
grades in school tests and become a source of great anxiety for parents and teachers.
SLD sometimes might face learning difficulty due to their physical or mental impairment. SLD
usually struggle to understand what he/she reads often misinterprets assignments and fails to grasp the
basic concept. SLDs often lack of social support at school and at home. Nevertheless, they often
experienced higher support in certain aspects, such as companionship, self worth and self esteem from
their teachers. [13] stated that children with cognitive difficulties need more general solutions which
include providing a consistent design and using simplified language. They also gain benefit and
comprehend the material better from viewing the text and hearing it read aloud.
Most SLDs have difficulties in processing information and are sometimes unable to meet learning
achievement although some have high potential [21]. Most of the available information concerning
LDs relates to reading disabilities. Obviously, majority of SLDs have their primary deficits in basic
reading skills. Many SLDs struggle to learn in content area classes particularly when reading
expository text. [15] claimed that educators have been mystified for generations by the inability of
some students to succeed in, or even comprehend, assigned classroom studies. Some students do well
in academic studies, while others must struggle to achieve even mediocre success.

7
 For a SLD, much of what teacher teaches may feel like logarithm. Even the most gifted SLD will
struggle to make sense of instruction, except the following are explicitly done;
i. activate the student’s prior knowledge
ii. help them build conceptual framework that organize fragmented ideas into meaningful wholes.

IV. TECHNOLOGY FOR DYSLEXIA

When planning for students with special learning needs who are included in general education
classrooms, the first consideration is to build in options that support learning differences from the
beginning [23]. Technology is regularly integrated into educational programs and practice to facilitate
learning for students of all abilities [24]. As specialized features are offered within mainstream
products, SLDs increasingly able to interact with classroom technologies and teachers are increasingly
able to customize content for varying students’ needs or preferences.
The Kentucky Department of Education in 2000 embarked on a technology-based initiative to help
SLDs to be more independent when reading grade-level text [25]. The program focused on an AT
called text-reader software that uses synthetic speech to read text aloud while the same text is
highlighted on a computer screen. [26] proposed a new approach for development of a reading aid that
can be used in a very comfortable way by people having either decoding weakening or vision
impairment. It aims to provide user with simple aid that has a low impact on the modus operandi of
reading and in the same time can be used as a reading aid.
Meanwhile, the use of computers contributes to the learning process by increasing the attention
focus, developing the use of language and social skills [27]. The use of computers increases the
subjects’ curiosity and their interest in the activities involved in the therapy, as it stimulates strong
feelings and affective states.
Prior to that, automatic speech recognition (ASR) technology was proposed by [28] to provide
intervention to technology which does not provide direct intervention to correct any reading failure by
dyslexic children. Support has been given in many ways to teach them reading through using various
multi-sensory methods and using computer-based applications that include animated characters and
text-to-speech (TTS) technology.

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 V. SUMMARY OF LITERATURE REVIEW

In general term, there are many types of LDs among us. It is also agreed that SLDs have significant
problems acquiring and using some combination of listening, speaking, reading or writing skills due to
several factors. Several definitions of LD are given by numbers of experts and organizations.
Therefore for the purpose of this study, certain definition will be considered and some of it may be left
out, as some of the terms may be redundant.

LD plays the role as the umbrella, which consists of dyslexia, dyscalculia, dysgraphia, dyslaila,
auditory and visual processing disorders and non-verbal learning disabilities. To cater needs for each
LD, they need suitable technological tools with suitable interface. Many computer-based applications,
such as the Internet, communication technologies, CD-ROM reference materials and multimedia
presentation tools, can provide students with opportunities to use their skills to engage in projects that
address real-world problems [28]. Word processing and word prediction software are some examples
of the applications that suit the need of SwDs in general.

From this literature, there are few numbers of mobile apps that support dyslexia/dysgraphia in term
of learning to read and write. These mobile apps have been developed by variety of researchers or
organizations that concern with the SwDs’ needs. However, the research gap that needs to be fulfilled
is the evaluation of the mobile application among SwD.

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