Dyslexia-friendly design features for tangible user interfaces: a systematic literature review

Abstract

Purpose

The aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell.

Design/methodology/approach

This study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review consists of three main phases starting with planning the review, conducting the review and studying the selection and reporting the results.

Findings

As the result, 10 papers were found that are considered most applicable as they met the review criteria. Based on the 10 papers, 11 design features are found in the current TUIs design features implemented in the tangible system dedicated for dyslexia and reading. The 11 design features are viewed to be fundamental and useful for the groundwork towards designing and developing a comprehensive TUIs design specifically and exclusively meant for dyslexic children learning to read and spell.

Originality/value

A critical reading of past literature relating to the TUIs concept reveals that this concept still appears to be under-explored even though it was introduced two decades ago. This systematic literature review highlights directions for future research, involving the dyslexic children early in the design process towards the evaluation of the prototype and finally examining the outcome of TUIs on children's learning.

Citation

Abdul Aziz, N.I., Husni, H. and Hashim, N.L. (2022), "Dyslexia-friendly design features for tangible user interfaces: a systematic literature review", International Journal of Information and Learning Technology, Vol. 39 No. 4, pp. 360-372. https://doi.org/10.1108/IJILT-11-2021-0170