Personalized Design Model for Children with Reading Difficulties

Abstract

Over the last decade, there has been anongoing interest in the changes of the way how children learn through the use of personalized learning tools. This is signified by a greater intensity of researches and massive development of learning products which claimed to be personalized learning tools. What is becoming apparent, however, is that when it comes to conceptual models of personalization, there is no consensus on how the conceptual model should be presented as a source of reference in the development of interface design. Therefore, by focusing on the slow learner as a target user and reading as the learning content, this paper attempts to conceptualize and develop a conceptual model called Personalized Reading for Slow Learner (ReadUneed) as a persistent artifact that describes the personalized interface model for children with reading difficulties. The ReadUneed model addresses the issue of the lack of personalization model that coverstheory-driven strategies from a broad spectrum of disciplines, particularly the discipline of HCI, pedagogy and psychology.Through the discussion, we hope the development of ReadUneedwill provide sufficient description of a real world problem domain and will contribute in addressing the use of this model to perform meaningful personalization