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Overview of the designed visual cues. The figure shows the target cue (top) and distractor cues (below) for the eight different stages (symbol, z, rectangle, face, fruit, kitchen, plant, animal ) of the visual part of the game DGames.
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Using serious games to screen dyslexia has been a suc- cessful approach for English, German and Spanish. In a pilot study with a desktop game, we addressed pre-readers screening, that is, younger children who have not acquired reading or writing skills. Based on our results, we have redesigned the game content and new interactions with visual and m...
Context in source publication
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... visual part has 8 stages and 16 rounds. Each stage is assigned to one visual type: symbol, z, rectangle, face, fruit, kitchen, plant & animal and four visual cues for each stage are presented (see Figure 1, where the first four vi- sual types are duplicated from MusVis [12]). One visual cue is the target which the participants need to find and click (see Figure 2, a). The other three visual cues are distrac- tors for the participants. Each stage has two rounds with first a 4-squared (see Figure 2, b) and then a 9-squared design (see Figure 2, c). The target and all three distractors are displayed in the 4-squared design. In the 9-squared design, the target is displayed twice as well as the distractor two and three. Only distractor one is displayed three ...
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Citations
... For user engagement and motivation, designers of gamified games use features of other games [21], [22]. The linguistic content of games is adapted for screen readers [23], [24] and adapted for screen pre-readers [25]- [27] with an emphasis on the gaming experience. Only Lexa [28] reported a success rate (89.2%) from phonological processing feature usage. ...
Dyslexia is a form of specialized learning disability that can lead to academic dissatisfaction. Detection is essential yet difficult, especially for languages like Arabic and Spanish that have straightforward orthographies. As seen by the abundance of work given in a wide range of scientific journals, the detection of dyslexia continues to be a key pursuit for the research efforts in a variety of domains. It appears that machine learning and other statistical approaches are quite useful for these tasks, such as those used in the classification of medical datasets. In this paper, we combined principle machine learning models for dyslexia detection. However, a lot of work remains to be done by hand in order to properly categorize the enormous dataset employed during training. Recent research have shown that machine learning models are effective, proving their ability to lessen the workload associated with feature engineering. However, applying the machine learning model directly to the classification task yields no statistically significant gain in performance. For better machine learning prediction, we introduce an optimal ensemble learning model based on a genetic algorithms. Dyslexia feature extraction is first, followed by a hybridization of algorithms for machine learning in step tow of the model. After that, we use an adaptive genetic algorithm for select the most optimal weight to combine different machine learning models. We conducted trials on the Dyslexia dataset to show that our proposed technique significantly increases accuracy.
... Besides simple, the narrative, instruction and gameplay must also be kept short [49,52,59]. Audio/voice/musical cue is also deemed significant in games for the dyslexics [48,51,54]. It serves two functions, i.e., as stimuli to help the dyslexics to focus, and to help them understand the instructions or narrative, as they always have difficulties with text. ...
... Use of animations and symbols are also considered better than the written explanation [43,44]. Characters in a form of cute-creature, funny, animated cartoon, teacher-like and avatar are attractive to the dyslexics, especially when they can make friend with them [47][48][49][50][51][52][53]64] throughout the game. Several previous works suggested that these characters should be unisex, thus it can cater both genders of the dyslexic children [47,52]. ...
The advancement of technology has witnessed the increasing use of game-based intervention and it is proven beneficial for people with specific learning disorder such as Dyslexia. Initially developed for entertainment, a game is generally considered a tool with the key features of challenge, motivation, and rewards which add more fun and excitement to Dyslexia teaching and learning. Many game applications have been developed in the area; each incorporates several criteria to meet the specific needs of the dyslexics. To date, these criteria are still dispersed in numerous publications, leading to the duplication of basic games that have previously been developed by others. This study aimed to identify the dispersed criteria by adopting PRISMA approach in the systematic literature review, and analyze them to formulate a comprehensive guideline for future design and development of the dyslexic games. Five main databases were chosen which are Scopus, ACM Digital Library, EBSCO-host, Wiley and Web of Science (WOS). Out of 551 articles that have been screened, only 50 articles were eligible to be analyzed based on the relevancy to the criteria, and only 23 articles were included in the study after further screening. A total of 135 criteria were identified with some redundancies, and were further classified into four categories: device and platform; features; interface and gameplay. These criteria can be utilized by the educational game developers as reference when designing the dyslexic games. A better dyslexic-friendly games could be produced when the developers design it with their special learning needs in mind.
... Gamification designs the game play of games with game elements to engage and motivate users (Rouse, 2004;Rauschenberger et al., 2019c). Games are developed to screen readers (Rello et al., , 2018 using linguistic content and to screen pre-readers (Gaggi et al., 2017;Geurts et al., 2015;Rauschenberger et al., 2019aRauschenberger et al., , 2018a focusing on the gameful experience. Apart from our own work (Rauschenberger et al., 2020) only Lexa (Poole et al., 2018) published an accuracy (89.2%) using features related to phonological processing. ...
Children with dyslexia have difficulties learning how to read and write. They are often diagnosed after they fail school even if dyslexia is not related to general intelligence. Early screening of dyslexia can prevent the negative side effects of late detection and enables early intervention. In this context, we present an approach for universal screening of dyslexia using machine learning models with data gathered from a web-based language-independent game.
We designed the game content taking into consideration the analysis of mistakes of people with dyslexia in different languages and other parameters related to dyslexia like auditory perception as well as visual perception.
We did a user study with 313 children (116 with dyslexia) and train predictive machine learning models with the collected data. Our method yields an accuracy of 0.74 for German and 0.69 for Spanish as well as a F1-score of 0.75 for German and 0.75 for Spanish, using Random Forests and Extra Trees, respectively.
We also present the collected user data, game content design, potential new auditory input, and knowledge about the design approach for future research to explore universal screening of dyslexia.
Universal screening with language-independent content can be used for the screening of pre-readers who do not have any language skills, facilitating a potential early intervention.
... However, the proposed approach does not work with Cantonese as it uses full word recognition (with characters mirrored or switched). Another tablet-based solution was proposed by Rauschenberger et al. [34] with a tablet app to detect dyslexia in early readers by asking them to identify specific symbols, with distractors showing rotated versions of the target. The system was however not evaluated in the publication and is not suitable for Cantonese in the Hong Kong context. ...
The COVID-19 pandemic has brought a tremendous challenge to global society. During the pandemic, education is affected significantly due to school closures. In Hong Kong, the queue for the screening of dyslexia given by the government is longer than a year. Together with the outbreak of COVID-19, manual pre-screening of dyslexia became less accessible. Although there are various digital learning games for dyslexic students to learn Chinese, there is a lack of digital pre-screening tools for dyslexia in the Chinese context. Therefore, we have developed a digital tool to pre-screen dyslexia in Hong Kong. This study aims to examine which handwriting problems reveal symptoms of dyslexia and which characteristics of students are indicative of dyslexia.
... Gamification designs the game play of games with game elements to engage and motivate users [36,42]. Games are developed to screen readers [39,40] using linguistic content and to screen pre-readers [10,11,29,30] focusing on the gameful experience. Only Lexa [27] published an accuracy (89.2%) using features related to phonological processing. ...
Children with dyslexia are often diagnosed after they fail school even if dyslexia is not related to general intelligence. In this work, we present an approach for universal screening of dyslexia using machine learning models with data gathered from a web-based language-independent game. We designed the game content taking into consideration the analysis of mistakes of people with dyslexia in different languages and other parameters related to dyslexia like auditory perception as well as visual perception. We did a user study with 313 children (116 with dyslexia) and train predictive machine learning models with the collected data. Our method yields an accuracy of 0.74 for German and 0.69 for Spanish as well as an F1-score of 0.75 for German and 0.75 for Spanish, using Random Forests and Extra Trees, respectively. To the best of our knowledge, this is the first time that risk of dyslexia is screened using a language-independent content web-based game and machine-learning. Universal screening with language-independent content can be used for the screening of pre-readers who do not have any language skills, facilitating a potential early intervention.
... All participants, having played the memory game with musical characteristics carefully over the website, were totally delighted with game elements. "DysMusic" was recognized as an easy and entertaining tool, as the subjects made progress in distinguishing the sounds and choosing the right card pairs in accordance with the musical elements after the first activities [31]. ...
In contemporary times, various studies have been conducted around the world, researching the use of Information and Communication Technologies (ICTs) on dyslexia screening in all ages. Screening procedure constitutes the first vital step to investigate the kind of these experiencing difficulties , which sets the foundations for a well-designed intervention. Thus, ICTs is becoming an emerging unique supplementary strategy, using cost-effective and easy to access advanced tests for gaining in-depth knowledge about stu-dents' learning profiles. The purpose of this literature review is to present an indicative number of digital assessment tools (e.g. computerized systems, software , applications etc.) for detecting dyslexia, that have been designed or have been implemented on dyslexic population during the last thirteen years (2005-2018). The classification of proposed papers has been carried out according to the life stage, each of whom analyzed.
... Web or mobile applications have been used to predict readers and pre-readers with dyslexia [27,33] using linguistic content or to measure the readability with sensor data (mouse movements) [32]. Games have been designed with dyslexia related indicators (language related [9,10,41] or language-independent [24,26,28]) to 1 A thread of the discussion can be found here: https://twitter.com/zacharylipton/status/ 1109906102785847296 screen readers and pre-readers. ...
... When selecting the puzzle picture, three children tried to change the activity by pressing the picture for a long time or several times. This behavior could also be observed in other research [26,39] and will be solved by considering either several clicks and longer holds for selecting a puzzle picture. ...
Dyslexia is a widespread specific learning disorder, which can have a particularly negative influence on the learning success of children. Early detection of dyslexia is the foundation for early intervention, which is the key to reduce the adverse effects of dyslexia, e.g., bad school grades. In this paper, we present the prototype of a puzzle app, which we explicitly designed with the human-centred design (HCD) process for dyslexia screening in pre-reader using new indicators related to motor skills to ensure users needs for the data collection to apply machine learning prediction. The app records the telemetry of the gaming sequence in order to derive future statements about the prevalence of dyslexia based on the telemetry data. The high-fidelity prototype was evaluated with a five-user test usability study with five German-speaking child-parent pairs. The results show how young children and parents are interacting with new games, and how new applications (web and mobile technologies) which are used for online experiments, could be developed. The usability of the prototype is suitable for the target group with only minor limitations.
CCS
... approaches to screening(Rauschenberger et al. 2018a) or intervene dyslexia (Rello495 et al. 2014) are based in machine learning. In particular, how to create exercises for 496 intervention depend on the language structure and are difficult to design, even though 497 DytectiveU is already working on this. ...
Nowadays, being excluded from the web is a huge disadvantage. People with dyslexia have, despite their general intelligence, difficulties for reading and writing through their whole life. Therefore, web technologies can help people with dyslexia to improve their reading and writing experience on the web. This chapter introduces the main technologies and many examples of tools that support a person with dyslexia in processing information on the web, either in assistive applications for reading and writing as well as using web applications/games for dyslexia screening and intervention.
... Das Spiel MusVis wurde von Rauschenberger et al.[47] zu dem Spiel DGames, ...
Dyslexia is a developmental disorder that affects the acquisition of reading and writing. Studies show that there is a causal correlation between visual perception and the development of dyslexia. Visual perception disorders can already be diagnosed at pre-school age and thus offer an approach to the early detection of dyslexia. For this reason, we propose a mobile application in the form of a jigsaw puzzle for Android smartphones to measure the game interaction of young players in the future. These measurements will be used in the future to distinguish between a player with or without dyslexia. As part of the pilot study, the user interface of the app was evaluated with children and their parents. The number of test participants is based on the five-user test by Nielsen for each user group. The actions of the test participants were observed and recorded. The parents should also share their thoughts while using the device (thinking aloud method). The usability test showed that the children had fun playing with the app. In addition, the children's difficulties in using the app were identified and discussed. The recording and storage of game data have been evaluated as well.
