CFP last date
20 January 2025
Call for Paper
February Edition
IJCA solicits high quality original research papers for the upcoming February edition of the journal. The last date of research paper submission is 20 January 2025

Submit your paper
Know more
The week's pick
Responsive image
SFLA-Based Line Balancing and Task Optimization in Master-Slave Controlled Hanger Transportation Systems for Garment Production

Duc Hoang Nguyen
Random Articles
Reseach Article

LexiPal: Design, Implementation and Evaluation of Gamification on Learning Application for Dyslexia

by Muhamad Risqi Utama Saputra
journal cover thumbnail

International Journal of Computer Applications
Foundation of Computer Science (FCS), NY, USA
Volume 131 - Number 7
Year of Publication: 2015
Authors: Muhamad Risqi Utama Saputra
10.5120/ijca2015907416

Muhamad Risqi Utama Saputra . LexiPal: Design, Implementation and Evaluation of Gamification on Learning Application for Dyslexia. International Journal of Computer Applications. 131, 7 ( December 2015), 37-43. DOI=10.5120/ijca2015907416

@article{ 10.5120/ijca2015907416,
author = { Muhamad Risqi Utama Saputra },
title = { LexiPal: Design, Implementation and Evaluation of Gamification on Learning Application for Dyslexia },
journal = { International Journal of Computer Applications },
issue_date = { December 2015 },
volume = { 131 },
number = { 7 },
month = { December },
year = { 2015 },
issn = { 0975-8887 },
pages = { 37-43 },
numpages = {9},
url = { https://ijcaonline.org/archives/volume131/number7/23464-2015907416/ },
doi = { 10.5120/ijca2015907416 },
publisher = {Foundation of Computer Science (FCS), NY, USA},
address = {New York, USA}
}
%0 Journal Article
%1 2024-02-06T23:26:39.178446+05:30
%A Muhamad Risqi Utama Saputra
%T LexiPal: Design, Implementation and Evaluation of Gamification on Learning Application for Dyslexia
%J International Journal of Computer Applications
%@ 0975-8887
%V 131
%N 7
%P 37-43
%D 2015
%I Foundation of Computer Science (FCS), NY, USA
Abstract

As a specific learning disability, dyslexia is not curable, yet manageable. Dyslexia management is usually conducted as extra learning program using multisensory method which is called remediation. However, some studies indicate that students with dyslexia have lower motivation in learning than students without dyslexia. This research design a learning model for dyslexic children, termed LexiPal, using gamification approach as motivational affordances. The proposed model incorporates 7 game elements: story/theme, clear goals, levels, points, rewards, feedback, and achievements/badges, to improve desired psychological outcomes, namely engagement, enjoyment, and motivation. The developed application, based on Windows Presentation Foundation (WPF) technology, was evaluated to dyslexic children (n = 40) through 2 steps, qualitative and quantitative step. Qualitative step using observation was intended to observe the engagement of dyslexic children when using the application. Quantitative step using simple Q&A adopted from questionnaire was purposed to confirm whether dyslexic children feel enjoyment and motivated when and after using the application.

References
  1. IDA, “Fact Sheets On Dyslexia and Related Language-Based Learning Disabilities,” The International Dyslexia Association, 2012. [Online]. Available: http://www.interdys.org/FactSheets.htm.
  2. T. Wood, Overcoming Dyslexia for Dummies. Indiana: Wiley Publishing, Inc., 2006.
  3. F. R. Vellutino, J. M. Fletcher, M. J. Snowling, and D. M. Scanlon, “Specific reading disability (dyslexia): what have we learned in the past four decades?,” Journal of child psychology and psychiatry, and allied disciplines, vol. 45, no. 1, pp. 2–40, Jan. 2004.
  4. S. E. Shaywitz and B. A. Shaywitz, “The science of reading and dyslexia,” Journal of American Association for Pediatric Ophthalmology and Strabismus, vol. 7, no. 3, pp. 158–166, Jun. 2003.
  5. D. Gooch, A. Vasalou, and L. Benton, “Exploring the use of a Gamification Platform to Support Students with Dyslexia,” in 6th International Conference on Information, Intelligence, Systems and Applications, 2015.
  6. D. a. Zisimopoulos and E. P. Galanaki, “Academic Intrinsic Motivation and Perceived Academic Competence in Greek Elementary Students with and without Learning Disabilities,” Learning Disabilities Research & Practice, vol. 24, no. 1, pp. 33–43, 2009.
  7. J. Hamari, J. Koivisto, and H. Sarsa, “Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification,” in 47th Hawaii International Conference on System Sciences, 2014, pp. 3025–3034.
  8. A. Domínguez, J. Saenz-de-Navarrete, L. de-Marcos, L. Fernández-Sanz, C. Pagés, and J.-J. Martínez-Herráiz, “Gamifying learning experiences: Practical implications and outcomes,” Computers & Education, vol. 63, pp. 380–392, Apr. 2013.
  9. B. W. Betts, J. Bal, and A. W. Betts, “Gamification as a tool for increasing the depth of student understanding using a collaborative e-learning environment,” International Journal of Continuing Engineering Education and Life-Long Learning, vol. 23, no. 3/4, pp. 213–228, 2013.
  10. S. Deterding, D. Dixon, R. Khaled, and L. Nacke, “From Game Design Elements to Gamefulness : Defining ‘Gamification,’” in 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 2011, pp. 9–15.
  11. J. Ohene-Djan and R. Begum, “Multisensory Games for Dyslexic Children,” in The 8th IEEE International Conference on Advanced Learning Technologies, 2008.
  12. I. Smythe and S. Giulivi, “A Model of Dyslexia-Friendly Language-Learning Computer Game Development,” in 4th International Conference on ICT for Language Learning, 2010.
  13. L. Rello, C. Bayarri, and A. Gorriz, “What is Wrong with this Word ? Dyseggxia : a Game for Children with Dyslexia Categories and Subject Descriptors,” in 14th International ACM SIGACCESS Conference on Computers and Accessibility, 2012, pp. 6–7.
  14. P. A. Di Tore, S. Di Tore, L. A. Ludovico, and G. R. Mangione, “MADRIGALE: A Multimedia Application for Dyslexia and Reading Improvement GAmifying Learning Experience,” in 2014 International Conference on Intelligent Networking and Collaborative Systems, 2014, pp. 486–491.
  15. F. Malekian and B. Askari, “Investigating the Effect of Multi-sensory Games on Decrease of Male Students’ Dyslexia (Based on Goodman Theory) Specified for Elementary School Second Grade in Aligudarz City,” Procedia - Social and Behavioral Sciences, vol. 82, pp. 796–802, Jul. 2013.
  16. S. M. Daud and H. Abas, “‘Dyslexia Baca’ Mobile App - The Learning Ecosystem for Dyslexic Children,” in International Conference on Advanced Computer Science Applications and Technologies, 2013, pp. 412–416.
  17. R. Skiada, E. Soroniati, A. Gardeli, and D. Zissis, “EasyLexia: A Mobile Application for Children with Learning Difficulties,” Procedia Computer Science, vol. 27, no. Dsai 2013, pp. 218–228, 2014.
  18. S. Purkayastha, N. Nehete, and J. Purkayastha, “Dyscover - An Orton-Gillingham Approach Inspired Multi-sensory learning application for Dyslexic Children,” in World Congress on Information and Communication Technologies, 2012, pp. 685–690.
  19. S. Z. Ahmad, N. N. A. A. N. Ludin, H. M. Ekhsan, A. F. Rosmani, and M. H. Ismail, “Bijak Membaca - Applying Phonic Reading Technique and Multisensory Approach with Interactive Multimedia for Dyslexia Children,” in IEEE Colloquium on Humanities, Science & Engineering Research, 2012, no. Chuser, pp. 554–559.
  20. J. Khakhar and S. Madhvanath, “JollyMate: Assistive Technology for Young Children with Dyslexia,” in 12th International Conference on Frontiers in Handwriting Recognition, 2010, pp. 576–580.
  21. A. Marczewski, Gamification: A Simple Introduction. Customer Loyalty, 2013.
  22. S. Deterding, “Gamification: designing for motivation,” Interactions, vol. 19, pp. 14–17, 2012.
  23. K. Huotari and J. Hamari, “Defining Gamification - A Service Marketing Perspective,” in Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 2012, pp. 17–22.
  24. J. Hamari, J. Koivisto, and T. Pakkanen, “Do Persuasive Technologies Persuade?-A Review of Empirical Studies,” Persuasive Technology, pp. 118–136, 2014.
  25. J. J. Appleton, S. L. Christenson, and M. J. Furlong, “School Engagement with School: Critical Conceptual and Methodological Issues of the Construct,” Psychology in the Schools, vol. 45, no. 5, 2008.
  26. L. Abeysekera and P. Dawson, “Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research,” Higher Education Research & Development, vol. 34, no. 1, pp. 1–14, 2015.
  27. M. Y. Yi and Y. Hwang, “Predicting the use of web-based information systems: self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model,” International Journal of Human-Computer Studies, vol. 59, no. 4, pp. 431–449, 2003.
  28. M. R. U. Saputra and K. A. Nugroho, “‘Learn-to-read’ Application for Remediation of Dyslexic Children Based on Multisensory Approach,” in 4th International Conference on Instrumentation, Communication, Information Technology, and Biomedical Engineering, 2015.
  29. A. Nathan and L. Daniel, Windows Presentation Foundation Unleashed. Sams Publishing, 2007.
Index Terms

Computer Science
Information Sciences

Keywords

Gamification learning application dyslexia psychological outcomes engagement enjoyment motivation.

Powered by PhDFocusTM