TY - GEN
T1 - Conceptual motivation modeling for students with dyslexia for enhanced assistive learning
AU - Wang, Ruijie
AU - Chen, Liming
AU - Solheim, Ivar
AU - Schulz, Trenton
AU - Ayesh, Aladdin
N1 - Publisher Copyright:
© 2017 ACM.
Acknowledgements:
The present research is conducted with crucial support by Ivar Solheim and Trenton Schulz in PLA (Personal Learning Arena) project sponsored by Norwegian Research council. We would like to express our gratitude to them for their support and all the participants for their time.
PY - 2017/3/13
Y1 - 2017/3/13
N2 - 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.
AB - 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.
KW - Assistive learning software
KW - Conceptual model
KW - Dyslexia
KW - Motivation
UR - http://www.scopus.com/inward/record.url?scp=85017013911&partnerID=8YFLogxK
U2 - 10.1145/3038535.3038542
DO - 10.1145/3038535.3038542
M3 - Published conference contribution
AN - SCOPUS:85017013911
T3 - SmartLearn 2017 - Proceedings of the 2017 ACM Workshop on Intelligent Interfaces for Ubiquitous and Smart Learning, co-located with IUI 2017
SP - 11
EP - 18
BT - SmartLearn 2017 - Proceedings of the 2017 ACM Workshop on Intelligent Interfaces for Ubiquitous and Smart Learning, co-located with IUI 2017
PB - Association for Computing Machinery, Inc
T2 - 2017 ACM Workshop on Intelligent Interfaces for Ubiquitous and Smart Learning, SmartLearn 2017
Y2 - 13 March 2017
ER -