Conceptual Motivation Modeling for Students with Dyslexia for enhanced Assistive Learning
Date
2017-03-13
Authors
Wang, Ruije
Chen, Liming
Solheim, Ivar
Schulz, Trenton
Ayesh, Aladdin, 1972-
Journal Title
Journal ISSN
ISSN
Volume Title
Publisher
ACM
Peer reviewed
Abstract
Students with dyslexia often suffer from the lack of academic self-worth and frustration that can even lead to learned helplessness. However, few studies have investigated the impact of incorporating users’ motivational factors into user modeling to enhance the learning experience for students with dyslexia. In this paper we attempt to develop a conceptual motivation model for people with dyslexia in their use of assistive learning tools. To this end, we carry out a small-scale empirical study in real-world learning scenarios. Then we conduct individual interviews to gain first-hand data about the key factors and features affecting learning experience. Using coding and thematic analysis methods we discuss main themes regarding motivational factors and their interrelationships identified. Based on these findings, we create a conceptual motivation model tailored towards students with dyslexia, which will help enhance learning experience and improve learning efficiency.
Description
Keywords
Motivation, conceptual model, dyslexia, assistive learning software
Citation
Wang, R. et al. (2017) Conceptual Motivation Modeling for Students with Dyslexia for enhanced Assistive Learning. SmartLearn '17 Proceedings of the 2017 ACM Workshop on Intelligent Interfaces for Ubiquitous and Smart Learning, pp. 11-18
Research Institute
Cyber Technology Institute (CTI)
Institute of Artificial Intelligence (IAI)
Institute of Artificial Intelligence (IAI)