Methodological considerations for involving SpLD practitioners and specialists in designing interactive learning systems

Abstract

User involvement in designing learning environments to support individuals with Specific Learning Difficulties (SpLDs) is essential, particularly in inadequately examined languages such as Arabic. Three interactive systems to support students with SpLDs, two for students with dyslexia and one for students with dyscalculia were developed in a design-based research approach. In this paper, we describe a number of user involvement issues that emerged in the context of developing interactive learning systems for children with SpLDs in Arabic-speaking target populations. Findings indicate that language, context and culture emerge as challenges in creative and exploratory design approaches. Some of the ways these challenges have been approached are outlined. © 2010 Springer-Verlag Berlin Heidelberg.