Designing for Dyslexia: Challenges and Insights into Interaction Design in Augmented Reality

Children with dyslexia have difficulty recognizing letters, spelling, and understanding sounds, which affects their learning. Hence, augmented reality has the potential to support learning, but many applications do not adapt the interaction design to their needs, causing increased cognitive load and reduced learning effectiveness. Therefore, this study aims to identify the challenges faced by children with dyslexia in using augmented reality-based learning applications and to assess the efficacy of interaction design dimensions in supporting their needs. This study used an observational approach on eight children with dyslexia interacting with a digital learning application, ARLexia, that combined spelling, video watching, and letter writing activities. Data were collected through direct observation and analysis based on five main dimensions of interaction design: words, visual representations, physical objects or space, time, and behavior. The results showed that although ARLexia can increase user engagement in learning, several challenges still exist. Therefore, this study suggests improvements in interaction design, such as individual adaptation, immediate feedback, and the integration of game elements to enhance the learning experience. This study also identifies the potential for a new dimension in interaction design: emotional engagement, which focuses on motivation and self-confidence during learning. The results of this study can contribute to the development of more user-friendly and inclusive digital educational applications for children with dyslexia.