Can students With dyslexia learn independently? A seven-week study of Chinese character learning in an informal learning environment

Can students With dyslexia learn independently? A seven-week study of Chinese character learning in an informal learning environment

• Fung, Ka Yan Hong Kong University of Science and Technology
• Perrault, Simon Tangi Singapore University of Technology and Design
• Lee, Lik Hang Hong Kong Polytechnic University
• Fung, Kwong Chiu Hong Kong University of Science and Technology
• Song, Shenghui Hong Kong University of Science and Technology

IEEE Transactions on Learning Technologies, 16(5), 619-632, 2023

IEEE

2023

• E Special Education
  • EF Education for Speech & Language Impairments
• E Special Education
  • EH Education for Students with Learning Disabilities

Education Writing Visualization Task Analysis Character Recognition Systematics Shape Assistive Learning Coronavirus (COVID-19) Digital Game-based Learning Flexible Learning Inclusive Education Self-paced Learning

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Dyslexia is a specific learning difficulty that affects primary school students, which is difficult to tackle through traditional school learning due to limited resources. To this end, large-scale digital learning presents new opportunities to address the need for inclusive education. A unique challenge for students with dyslexia in Hong Kong is learning Chinese characters. In this article, we investigate whether students with dyslexia can learn the writing of Chinese characters independently in an informal learning environment. For that purpose, we developed a mobile application for learning to write Chinese characters with three different writing conditions. First, students learn new Chinese characters in Condition 1: Grid+Contour+Instruction . Then, students strengthen their memory of the learned Chinese characters in Condition 2: Grid+Contour . Finally, students retrieve the memory of the learned Chinese characters in Condition 3: Grid Only . Students with dyslexia demonstrated a significant improvement after practicing with the three-condition design. For example, they wrote much slower than students without dyslexia before the study but caught up over time. This study contributes an approach to facilitate the self-paced learning of students with dyslexia at scale. © 2023 The Institute of Electrical and Electronics Engineers, Inc.

• English

Journal Articles

• 19391382

• 10.1109/TLT.2022.3229016

https://bibliography.lib.eduhk.hk/bibs/44bbca7a

2024-07-11