Digital Interactive Storytelling to promote Thai language vocabulary learning for children with dyslexia

The ease of access and use, along with the other benefits of digital technology, have greatly changed the styles of teaching and learning. Digital technology plays a role in meeting the needs of learners at all levels. In particular, learners who are able-bodied can apply digital technology for learning, as well as in their daily lives. However, people with disabilities need to be encouraged to use it. This paper presents a needs assessment for Digital Interactive Storytelling (DIS) to promote Thai vocabulary learning for children with dyslexia. The assessment was conducted with teachers of children with dyslexia in both special education and inclusive schools, using the DIS needs assessment form. Based on the findings, a digital interactive story was developed from Thai vocabulary at the Grade 2 level. Illustrations, images, sounds, and interactive features such as buttons for reading and listening to the vocabulary were added. The appropriateness of the storytelling was then evaluated and tested with a sample group in the field, followed by an effectiveness evaluation of DIS in promoting Thai vocabulary learning for children with dyslexia. It is found that the average condition that should be for Thai language reading among children with dyslexia or reading difficulties was the highest level, the DIS evaluation from the experts were appropriate at the highest level, and an effectiveness of DIS with regard to promoting vocabulary learning for children with dyslexia was high level. There is a high demand for DIS, which was very suitable and effective at promoting vocabulary learning. The DIS can be used to promote reading development among children with dyslexia at the elementary level.