Multimodal Interface in Transformed Learning for Dyslexia

Running head: MULTIMODAL INTERFACE IN TRANSFORMED LEARNING FOR
DYSLEXIA
Multimodal Interface in Transformed Learning for Dyslexia
Name of the student:
Name of the university:
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1MULTIMODAL INTERFACE IN TRANSFORMED LEARNING FOR DYSLEXIA
Introduction
The growth rate of mobile technology as well as the developments in the fields of this
technology has provided the modern era with new and strong possibilities for m-learning.
This m learning may be said as an influential tool, which is implemented in the learning
procedure to promote the accessibility of learning and flexibly put a substantial as well as
valuable input to the society mainly for the students with dyslexia. The learning procedure
could be enhanced by the implementation of the multimodal interface in m-learning for the
students with dyslexia (Jackson, 2014). To cope up with the student’s needs with dyslexia the
multimodal interface should be customized according to particular students.
Dyslexia can be explained as a language-based disability of learning. The students
with dyslexia possess difficulties in reading, writing and speaking. These students needs extra
support from the society to carry on their education (Ghisio et al., 2017). For this reason, it is
necessary to adopt functions of multimodality that will not only understand the needs of the
students but also help them to choose their preferred style of learning.
Framework for the interface tool
The theoretical framework is provided for the implementation of the multimodal
interface for enhancing the learning procedure for students with dyslexia (Alghabban, Salama
& Altalhi, 2017). The methods that can be used to implement the multimodal interface are
data collection, analysis of data and the design for the tool.
The first phase of the method that is to be implemented may be said as the
specification of the needs of the users. The aim of this first phase is to identify the needs of
the students with dyslexia. While designing the multimodal interface it is necessary to know
the needs of the student learning procedure as well as the style, the student will prefer. Many
surveys were held all throughout the world to understand the needs of the students. These

2MULTIMODAL INTERFACE IN TRANSFORMED LEARNING FOR DYSLEXIA
surveys helped the experts to customize the multimodal interface according to the needs of
the particular students.
The second phase is related with the analysis of data. After the conduction of survey,
the data from these surveys are critically analysed. From these surveys, it is identified that the
students with dyslexia prefer to study from anywhere and access the data from other place
rather than the class. Therefore, the application of the multimodal interface should cover the
real needs of the students.
The third phase that is designing of the tool or the application that uses multimodal
interface (Hori et al., 2017). Therefore, with the help of the cloud computing technology and
mobile computing an m-learning tool is to be designed to cope with the needs of the students
with dyslexia. This multimodal interface will help the students to enhance their learning
methodology.
A multimodal interface structure may be designed using the structure below:
Business
layer
Audio
Text
Images
Text
Pointer
Input
modes
Output
modes
Mobile
devices
Mobile
devices
Mobile
data
storage
Cloud
data
storage