I declare that this report entitled "Forced Feedback Based Learning for the Dyslexic Student" is my own work, except as cited in the references. To a very special person in my life, Melissa Lee, for her patience, support, and unconditional love, and for standing by me through difficult times. Finally, I must thank my parents and family for their constant love, support and encouragement throughout the course.
I evaluated the teaching techniques of PDM or Persatuan Dyslexia Malaysia and suggested ways to improve the learning process. Haptic technology provides force feedback that recreates sensations such as texture by producing forces such as vibration, weight or even movement on the user. In this study, students with dyslexia aged 3 years and above were studied and investigated by Persatuan Dyslexia Malaysia (PDM).
Thus, in this study, a computer-based software or applications that include force feedback that produces different textures as a design element is being developed and will be used to assist the learning process of dyslexic students. The research-based app will give an illusion of force feedback encouraging the learning process and provide convenience to teachers.
LIST OF ABBREVIATIONS
INTRODUCTION 1.1 Introduction
With that in mind, we can implement and correlate the force feedback method in the learning process of dyslexic students. According to the American Dyslexia Association, dyslexic students are people with a disorder who have difficulty and inaccurately recognize symbols, words, or even letters. Dyslexia does not associate itself with anyone's IQ, for example Einstein was dyslexic but he had an IQ of about 160.[1] We can conclude that dyslexic students are not lazy or poorly intelligent.
According to the American Dyslexia Association, a normal student can easily master or pick up languages and symbols when taught in a traditional way.[1] Whereas students with dyslexia just need proper guidance or different alternative methods. The aim of the project is to create a force feedback learning method for students with dyslexia so that they can have an alternative way to grasp the necessary skills and increase their learning abilities. The current learning application for students with dyslexia does not include the sense of touch, so learning becomes a challenge for them.
Through the literature review of field inquiry and interviews, dyslexic students are observed to use similar methods and techniques as normal students during the learning process. Based on the literature review, most learning apps for dyslexic students are unattractive and out of date.
LITERATURE REVIEW 2.1 Literature Review
Learning language for dyslexic students is not easy, dyslexic students struggle to process language components, especially in reading and writing. ICT is a great tool to help students achieve literacy.7 Previous research has shown that touch sensation has shown that dyslexic children are excited and able to stay focused on learning basic alphabets using the developed applications.7 8 However, the studies do not emphasize the type of sensation or force feedback that is suitable and can stimulate the best response from the students. The symptoms of this condition vary from one child to another, but usually the child has normal or above average intelligence.16 Currently, very few applications are used to help dyslexic students learn early how to read the alphabet and to learn stages in education.
Most applications are not well designed and often target normal students rather than dyslexic students, according to Janie Martin Consultant for Students and Adults with Dyslexia. While it's a great app for learning sounds, processing words, and learning spelling, it still doesn't replace a teacher. The app does not come with an autocorrect feature and basically bridges the gap between a student and a.
Draw Something is a fun and interactive game that allows students to draw something and another student must do it. This app will help dyslexic students remember and learn new words by allowing them to practice drawing shapes or symbols.
SYSTEM DESIGN 3..1 Activity Flow Diagram
A game will be created to explore what type of feeling will elicit a better response from participants. The student will feel the different sensation created by the Phantom omni when the pen touches the object. The computer must be able to support Phantom Omni and an application created using Unity.
First, in the requirements phase, an internet survey or on-site interviews will be conducted to fully understand the current method of teaching students with dyslexia. Each unit will be hard coded and tested for its functionality based on requirements. The prototype application will be uploaded to any PDM affiliate site.
Any feedbacks and errors will be corrected and the process will continue until the goal is reached. R3: The system will be able to test which sensation gives the best response from dyslexic children.
DATA COLLECTION 4.1 Fact Finding
Storybooks are used to improve the students' reading skills, tactile sensation is not used and implemented while students learn how to read. The students have their classes 5 days a week and they have 4 different subjects which are Bahasa, English, Mathematics and Art. If the students did not pass the exam, he or she must stay for another semester.
Students here find it difficult to learn alphabets, especially letters that can be mirrored, for example the letter 'p' and 'q', students do not understand and fully understand that these alphabets are difficult to learn, as dyslexic students cannot. This is because they find it challenging to understand symbols and words, therefore students will lose their interest in the subject. Subtraction involving 11~19 having to 'borrow value from tens' is particularly difficult to teach students.
Through observation, the students used different objects to support their learning process. A few items are selected for further study and to investigate which texture will stimulate a learning improvement in the students.
TESTING AND RESULTS 5,1 Testing Process
1 At the beginning, the student was curious and played with the sensations for a period. During questions 4 and 9, the student was quick and confident in his response, as well as excited, describing the sensation as "ping pong". 2 The student was very cooperative when he discovered that the prize was awarded at the end of the quiz.
10 The student was very confident when answering the questions, he does not doubt his answers and is a fast learner. 11 The student was very confident when answering the questions, he took more time to answer the questions that provide a sense of viscosity. 15 Students described Friction as shaky, he was confident in his answers and excited during the constant force.
16 Student was very fast and accurate to constant force and vibration, he was very confident and did not hesitate or question his answers. 17 Student was emotionless and lacks basic communication skills, this student was enthusiastic about the quiz but he did not do well. Through observations, a majority of students get excited when they play with the feeling of "constant power."
They don't describe any other sensations and don't seem to get excited about them. In addition, participants were very quick and confident in their answers as they understood the questions. Participants showed great confidence and did not doubt their answers. Description of criteria / participants Total average according to criteria Criteria 1: The user can keep the number of errors in.
Meanwhile, Criterion 2 shows that 7 participants were able to complete the task faster than the mean time, 9 participants were able to complete the task in the range of mean time and intermediate time + buffer time, and 1 participant who took more than the buffer time to complete the task . Description of criteria / Participants Total average by criteria Criterion 1: User able to understand how to implement. The participants were able to score perfectly on Criterion 1 and Criterion 2, they were able to understand how to complete the task, and they are able to complete the entire task successfully.
Satisfaction Component
CONCLUSION 6.1 Conclusion
After analyzing the data, we can conclude that constant force is the most appropriate sensation to use and implement in software for dyslexic students. Our research has established that force feedback is a suitable element to implement in the educational format for dyslexic students. Therefore, this research has proven that constant force and vibration is the best sensation of force feedback that can be used for dyslexic students.
We can use constant force and the feeling of vibration as an element to create a program that facilitates the learning process of children with dyslexia of alphabets and symbols. In addition, further testing should be done on children with dyslexia, as the results are close between constant force and vibration. Do you think that computer software will be able to help you in the learning process?
Comments: At first, the student was curious and played with feelings for a while. Comments: The student was very cooperative when he realized that the prize was awarded at the end of the quiz. Comments: The student is very talented and smart, he understood the game in a short time.
Comments: The student is not able to communicate fluently in English, therefore we communicated in Mandarin. Comments: The student was very confident when answering questions, he does not doubt his answers and is a quick learner. Comments: The student was very confident when answering questions, he took longer to answer questions that give a feeling of viscosity.
Comments: Excited and happy during constant power, this student uses the elimination process to get his answer. Comments: The student describes friction as shaky, he was confident in his answers and is excited at constant force. Comments: The student was very fast and accurate with regard to constant force and vibration, he was very confident and did not hesitate or doubt his answers.
Comments: Student was emotionless and lacked basic communication skills, this student was excited about the quiz but he did not do well.
