Abstract
Dyslexia or Reading disorder is one of the most common learning disabilities which has a significant impact on the whole life of people who have dyslexia, for instance on the student’s educational outcomes and grades.
Therapeutic intervention Specific Learning Disorders (SLD) usually takes more time alongside day-to-day educational activities at school. Many of these people, because of the difficulty and coercion they spend on extra time to carry out the types of activities that are usually involved, as well as the high costs these interventions impose on their families, makes them less likely to be motivated and have a low level of confidence. If a reading disorder can be practiced correctly, it can be resolved. So using gamification could potentially increase the motivation of the dyslexic students.
The purpose of the project is using gamification on gamified interventions for the reading disorder for children ages 6 to 8 in the mobile platform. In this way, applying gamification techniques would increase motivation, participation, and desire of the individual to continue the process of cognitive rehabilitation.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders (DSM-V®), Washington, DC (2013)
Hargreaves, H., Rowbotham, M., Philips, M.: A Handbook on Learning Disabilities. Integra Is Funded by Ontario’s Ministry of Children and Youth Services (2009)
Moll, K., Kunze, S., Neuhoff, N., Bruder, J., Schulte-Körne, G.: Specific learning disorder: prevalence and gender differences. PLoS One 9(7), e103537. (2014)
International Dyslexia Association. Frequently Asked Questions About Dyslexia (2011)
IDA, “Fact Sheets On Dyslexia and Related Language-Based Learning Disabilities,” The International Dyslexia Association (2012). http://www.interdys.org/FactSheets.htm
Chorney, A.I.: Taking the game out of gamification. Dalhousie J. Interdiscip. Manag. 8, 1–14(2012)
Rose, J.S.: Identifying and teaching children and young people with dyslexia and literacy difficulties. DCSF Publ., pp. 1–213, June 2009
Subramaniam, V., Mallan, V.K., Che Mat, N.H.: Multi-senses explication activities module for dyslexic children in Malaysia. Asian Soc. Sci. 9(7), 241–267 (2013)
Brownell, M.T., Yeager, E., Rennells, M.S., Riley, T.: Teachers working together: what teacher educators and researchers should know. Teach. Educ. Spec. Educ. J. Teach. Educ. Div. Counc. Except. Child. 20(4), 340–359 (1997)
Dyslexia, I.G.: British Manila School SEN Conference (2000)
Ambrose, P.P., Cheong, L.S.: Effects of the clay modeling program on the reading behavior of children with dyslexia. Asia-Pacific Educ. Res. 20(3), 456–468 (2011)
Zakaria, Z.: The application of visual art activities in the teaching and learning of the malay language to dyslexic primary school children. In: Lisbon. World Conference on Arts Education Building Creative Capacities for the 21st Century 2006, 6–9 March (2006)
Ahmad, S.Z., Ludin, N.N.A.N., Ekhsan, H.M., Rosmani, A.F., Ismail, M.F.: Bijak Membaca Applying phonic reading technique and multisensory approach with interactive multimedia for dyslexia children. In: IEEE Colloquium on 2012 Kota Kinabalu. Humanities, Science and Engineering (CHUSER) (2012)
Sidhu, M.S., Manzura, E.: An effective conceptual multisensory multimedia model to support dyslexic children in learning. Int. Inf. Commun. Technol. Educ. 7(3), 34–50 (2011)
Majzub, R.M., Abdullah, M.A., Aziz, Z.: Effects of a multisensory programme on dyslexic students: Identification and mastery of the alphabet. Res. J. Appl. Sci. 7(7), 340–343 (2012)
Wagner, R.K., Torgesen, J.K.: The nature of phonological processing and its causal role in the acquisition of reading skills. Psychol. Bull. 101, 192–212 (1987)
Volman, M.J.M., Schendel, B.M.V., Jongmans, M.J.: Handwriting difficulties in primary school children: a search for underlying mechanisms. Am. J. Occup. Ther. 60(4), 451–460 (2006)
Gomes, Z.G.: Neurofisiologia da linguagem oral e escrita. In: Zorzo, J., Capellini, A.S. (ed.) Dislexia do desenvolvinmento c outros disturbios de leituraescrita. Sao Jose dos Campos (SP), Pulso, pp. 35–42 (2009)
Daud, S.M., Abas, H.: Dyslexia baca’ mobile app - the learning ecosystem for dyslexic children. In: Proceedings - 2013 International Conference on Advanced Computer Science Applications and Technologies, ACSAT 2013 (2014)
Skiada, R., Soroniati, E., Gardeli, A., Zissis, D.: EasyLexia: a mobile application for children with learning difficulties. In: Procedia Computer Science (2013)
Purkayastha, S., Nehete, N., Purkayastha, J.: Dyscover - an orton-gillingham approach inspired multi-sensory learning application for Dyslexic children. In: World Congress on Information and Communication Technologies, pp. 685–690 (2012)
Khakhar, J., Madhvanath, S.: JollyMate: assistive technology for young children with Dyslexia. In: 12th International Conference on Frontiers in Handwriting Recognition, pp. 576–580 (2010)
Rello, L., Bayarri, C., Gorriz, A.: 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, pp. 6–7 (2012)
Di Tore, P.A. Di Tore, S., Ludovico, L.A., Mangione, G.R.: MADRIGALE: a multimedia application for dyslexia and reading improvement GAmifying learning experience. In: 2014 International Conference on Intelligent Networking and Collaborative Systems, pp. 486–491 (2014)
Gooch, D., Vasalou, A., Benton, L.: Exploring the use of a gamification platform to support students with dyslexia. In: 6th International Conference on Information, Intelligence, Systems and Applications (2015)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this paper
Cite this paper
Behnamghader, M., Khaleghi, A., Izadpanah, P., Rahmani, F. (2021). Using Gamification Based on Mobile Platform in Therapeutic Interventions for Children with Dyslexia. In: Auer, M.E., Tsiatsos, T. (eds) Internet of Things, Infrastructures and Mobile Applications. IMCL 2019. Advances in Intelligent Systems and Computing, vol 1192. Springer, Cham. https://doi.org/10.1007/978-3-030-49932-7_76
Download citation
DOI: https://doi.org/10.1007/978-3-030-49932-7_76
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-49931-0
Online ISBN: 978-3-030-49932-7
eBook Packages: EngineeringEngineering (R0)