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Development of Tangible User Interfaces Design Guideline: An Experimental Study to Assist Children with Dyslexia in Learning to Read and Spell

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Title: Development of Tangible User Interfaces Design Guideline: An Experimental Study to Assist Children with Dyslexia in Learning to Read and Spell
Language: English
Authors: Nurul Izzah Abdul Aziz (ORCID 0000-0002-9434-8934), Husniza Husni (ORCID 0000-0002-5940-4566), Nor Laily Hashim
Source: International Journal of Information and Learning Technology. 2026 43(2):125-140.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Students, Computer Assisted Instruction, Computer Interfaces, Reading Instruction, Spelling Instruction, Dyslexia, Multisensory Learning, Indonesian Languages, Foreign Countries, Instructional Effectiveness, Reading Improvement
Geographic Terms: Malaysia
DOI: 10.1108/IJILT-07-2024-0154
ISSN: 2056-4880
Abstract: Purpose: This study proposes the Tangible User Interfaces (TUIs) design guideline to support learning to read and spell for children with dyslexia. Design/methodology/approach: Seven experts with backgrounds in human-computer interaction, art and design verified the TUIs design guideline and provided feedback on the proposed design guideline of TUIs. It was then validated through an experimental study with 16 participants diagnosed as dyslexia from primary school between 7 and 12 years old. The participants were asked to complete the learning content (letter recognition and spelling) based on their reading level in the Malay language. Following that, the participants were assisted by the researcher to identify their system preferences through questionnaires. Findings: On average, the results showed significant improvement among the children with dyslexia, particularly those who had difficulties with letter recognition and spelling when using the Tangibell prototype. The task results indicated that the design guideline was deemed suitable for children with dyslexia. Thus, the study meets its objective in validating the guideline through an experimental study with children with dyslexia. Originality/value: A dyslexia-friendly prototype called Tangibell was developed to evaluate the effectiveness of TUIs design guideline during learning activities with children with dyslexia. The design features of the prototype supported with Universal Design principles and Interaction Design dimensions adapted to the TUIs design concept tailored to the needs of children with dyslexia for a good and effective design. Collectively, TUIs design guideline may assist researchers and developers in developing prototypes tailored to the needs of children with dyslexia, contributing to better learning outcomes and improved educational experiences.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503019
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: Development of Tangible User Interfaces Design Guideline: An Experimental Study to Assist Children with Dyslexia in Learning to Read and Spell
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Nurul+Izzah+Abdul+Aziz%22">Nurul Izzah Abdul Aziz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9434-8934">0000-0002-9434-8934</externalLink>)<br /><searchLink fieldCode="AR" term="%22Husniza+Husni%22">Husniza Husni</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5940-4566">0000-0002-5940-4566</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nor+Laily+Hashim%22">Nor Laily Hashim</searchLink>
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  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Information+and+Learning+Technology%22"><i>International Journal of Information and Learning Technology</i></searchLink>. 2026 43(2):125-140.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 16
– Name: DatePubCY
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Interfaces%22">Computer Interfaces</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling+Instruction%22">Spelling Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Multisensory+Learning%22">Multisensory Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Indonesian+Languages%22">Indonesian Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJILT-07-2024-0154
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2056-4880
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study proposes the Tangible User Interfaces (TUIs) design guideline to support learning to read and spell for children with dyslexia. Design/methodology/approach: Seven experts with backgrounds in human-computer interaction, art and design verified the TUIs design guideline and provided feedback on the proposed design guideline of TUIs. It was then validated through an experimental study with 16 participants diagnosed as dyslexia from primary school between 7 and 12 years old. The participants were asked to complete the learning content (letter recognition and spelling) based on their reading level in the Malay language. Following that, the participants were assisted by the researcher to identify their system preferences through questionnaires. Findings: On average, the results showed significant improvement among the children with dyslexia, particularly those who had difficulties with letter recognition and spelling when using the Tangibell prototype. The task results indicated that the design guideline was deemed suitable for children with dyslexia. Thus, the study meets its objective in validating the guideline through an experimental study with children with dyslexia. Originality/value: A dyslexia-friendly prototype called Tangibell was developed to evaluate the effectiveness of TUIs design guideline during learning activities with children with dyslexia. The design features of the prototype supported with Universal Design principles and Interaction Design dimensions adapted to the TUIs design concept tailored to the needs of children with dyslexia for a good and effective design. Collectively, TUIs design guideline may assist researchers and developers in developing prototypes tailored to the needs of children with dyslexia, contributing to better learning outcomes and improved educational experiences.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1503019
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        Value: 10.1108/IJILT-07-2024-0154
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      – Text: English
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        PageCount: 16
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    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Computer Interfaces
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      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Spelling Instruction
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      – SubjectFull: Dyslexia
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      – SubjectFull: Multisensory Learning
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      – SubjectFull: Indonesian Languages
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Reading Improvement
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      – SubjectFull: Malaysia
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      – TitleFull: Development of Tangible User Interfaces Design Guideline: An Experimental Study to Assist Children with Dyslexia in Learning to Read and Spell
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            NameFull: Husniza Husni
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            NameFull: Nor Laily Hashim
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