UI/UX Designer
Sector
Education Technology, Assistive Technology, Accessibility
Challenge
Students with dyslexia struggle with remote learning due to inconsistent platform layouts, unreadable materials (text size, font styles, colors), and absence of AT features. This results in more time and effort to get their workload completed.
My Role
User Research, Wireframing, Interactive Prototyping (Lead), Usability Testing
Project Time
3 months (Sep - Dec 2024)
Dyslexia is specifically a learning disability, impacting how one can read and write. While its a wide spectrum, for the most part it will generally include issues with recognizing words visually, identifying new words, and understanding basic phonology, like letters and pronunciation In remote learning environments, those with dyslexia have much more difficulty than their peers, having to adapt to this new format.
Understanding the material given is usually difficult on its own, with this lack of understanding causing side effects like frustration, mood swings, lack of motivation for studying, and difficulty with continuing learning These issues may only increase by remote learning, as there is usually less live support offered by teachers, less alternatives to learning material (such as offering different formats), and less structure than the usual format of in person instruction.
The following technologies have been crucial in enhancing accessibility for students in remote learning environments.
Text-to-speech (TTS) tools such as Google Docs and NaturalReader allow students to listen to written content, helping them overcome challenges with reading comprehension
Speech-to-text (STT) tools like Google Speech Recognition and Dragon NaturallySpeaking enable students to dictate their thoughts, bypassing writing difficulties commonly associated with dyslexia.
Many students encounter barriers when attempting to use assistive technologies (ATs)
Some students are unaware of TTS features built into Google Docs and only discover them independently
Lack of guidance or structured introduction to tools often leaves students to navigate their accommodations on their own.
Students may view AT as fragmented or even meaningless when it is only permitted in limited contexts (i.e.: specific assignments or tests only).
Communication is reduced between students and instructors in remote settings. making it even more difficult to establish a supportive and flexible learning plan.
The use and effectiveness of assistive technology often depend on students’ awareness and confidence.
Even though many devices are equipped with AT apps, students may not be familiar with the versions available across different platforms. One student described being unaware of TTS features in Google applications until they stumbled upon them independently, shifting their AT use from tablets to more robust platforms like computers Notably, this discovery came without assistance from educators or parents.
Comfort in using AT tools is also shaped by the mutual agreement between student and teacher. When students feel restricted in when or how they can use these tools, it fragments their learning experience and discourages meaningful engagement. In remote settings, where real-time instructor feedback is less accessible, these constraints can have a greater impact.
Sudents' willingness to continue using AT may depend on how they perceive their diagnosis and personal progress. Some abandon AT tools after reaching a certain level of improvement, while others avoid using them to prevent standing out in class, or because they find it hard to multitask during lessons. Customization issues where AT tools don't meet specific needs may also lead to reduced engagement.
Existing assistive technologies like text-to-speech and speech-to-text tools help students overcome reading and writing challenges, but their impact is often limited by lack of awareness, guidance, and consistent support. Concerns about standing out, and tools not fitting their specific needs can further discourage long-term use and engagement.
LearnAble_Staakeholders.pngIn our effort to improve remote learning for students with dyslexia, it is important to consider the perspectives of three key groups: students, teachers, and parents or guardians. Each plays a distinct role in shaping the learning experience, whether directly or indirectly.
Students who are currently enrolled in remote learning programs and have been diagnosed with dyslexia are the primary users we aim to support. Their experiences, challenges, and preferences are central to our work. Engaging directly with these students will ensure that the solutions we design are grounded in their real needs.
Teachers with experience working with students with dyslexia, particularly in remote learning environments, are critical partners in this process. Their insights into instructional challenges, system limitations, and areas where additional support is needed will help guide the development of more effective teaching tools and practices.
Parents and guardians are important stakeholders to consider as they play a key role in supporting students’ academic success at home. Improvements to remote learning environments will lessen their worries and further promote individual and academic progress for their students.
By focusing on these groups, we aim to build a more accessible and supportive remote learning experience for students with dyslexia.
Using qualitative and quantitative data collected from interviews during the contextual inquiry, I developed three personas to better empathize with both primary and secondary users. Jaime (a 20, Student with Dyslexia) represents LearnAble’s primary audience. However, the interface layouts and aesthetics are also designed to benefit users like Nathan (20, Student without Dyslexia) and Carol (40, Instructor).
