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Advancing Inclusive E-learning: Relationship Between Motivational Factors and Dyslexic Characteristics

Authors: Wang, R. and Hook, A.

Journal: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

Volume: 14536 LNCS

Pages: 283-287

eISSN: 1611-3349

ISSN: 0302-9743

DOI: 10.1007/978-3-031-61698-3_29

Abstract:

Ensuring e-learning is inclusive for all is a global endeavor to ensure educational quality and equity. Little research has explored the relationship between learners’ dyslexic characteristics and motivational factors that affect continued intention to interact with an e-learning system. Identifying the motivational factors that are mostly related to dyslexia can inspire future research and practice for implementing motivational strategies and assistive services targeting these specific needs in e-learning environments. The present study investigated the relationship between severity of dyslexic characteristics and levels of motivational factors for engaging with e-learning. Preliminary results indicated significant relationships between severity of dyslexia and seven motivational factors, including a moderate, significant, negative correlation with Perceived Ease of Use, Confirmed Fit, Utilization, and Perceived Control, and a small, but significant, negative correlation with Feedback, Learning Experience, and Reading Experience. Discussions highlighted a personalized solution to dyslexia-related motivational needs in e-learning, considering the possibility of real-time data collection and computing enabled by e-learning environments. To advance e-learning for those with dyslexic traits, the seven dyslexia-related motivational factors found in this study can be prioritized to be monitored to detect dyslexic learners’ motivational needs and deliver personalized design, assistance, or strategies.

https://eprints.bournemouth.ac.uk/40617/

Source: Scopus

Advancing Inclusive E-learning: Relationship Between Motivational Factors and Dyslexic Characteristics

Authors: Wang, R. and Hook, A.

Journal: DESIGN FOR EQUALITY AND JUSTICE, INTERACT 2023, PT II

Volume: 14536

Pages: 283-287

eISSN: 1611-3349

ISBN: 978-3-031-61697-6

ISSN: 0302-9743

DOI: 10.1007/978-3-031-61698-3_29

https://eprints.bournemouth.ac.uk/40617/

Source: Web of Science (Lite)

Advancing Inclusive E-learning - Relationship between Motivational Factors and Dyslexic Characteristics

Authors: Wang, R. and Hook, A.

Editors: Bramwell-Dicks, A., Evans, A., Winckler, M., Petrie, H. and Abdelnour-Nocera, J.

Conference: INTERACT 2023

Dates: 28 August-1 September 2023

Journal: INTERACT 2023 Workshops, LNCS

Volume: 14536

Pages: 1-5

Publisher: Springer, Cham

DOI: 10.1007/978-3-031-61698-3_29

https://eprints.bournemouth.ac.uk/40617/

Source: Manual

Advancing Inclusive E-learning: Relationship Between Motivational Factors and Dyslexic Characteristics

Authors: Wang, R. and Hook, A.

Editors: Bramwell-Dicks, A., Evans, A., Winckler, M., Petrie, H. and Abdelnour-Nocera, J.

Volume: 14536

Pages: 283-287

Publisher: Springer

Place of Publication: Cham

ISBN: 9783031616976

ISSN: 0302-9743

Abstract:

Ensuring e-learning is inclusive for all is a global endeavor to ensure educational quality and equity. Little research has explored the relationship between learners’ dyslexic characteristics and motivational factors that affect continued intention to interact with an e-learning system. Identifying the motivational factors that are mostly related to dyslexia can inspire future research and practice for implementing motivational strategies and assistive services targeting these specific needs in e-learning environments. The present study investigated the relationship between severity of dyslexic characteristics and levels of motivational factors for engaging with e-learning. Preliminary results indicated significant relationships between severity of dyslexia and seven motivational factors, including a moderate, significant, negative correlation with Perceived Ease of Use, Confirmed Fit, Utilization, and Perceived Control, and a small, but significant, negative correlation with Feedback, Learning Experience, and Reading Experience. Discussions highlighted a personalized solution to dyslexia-related motivational needs in e-learning, considering the possibility of real-time data collection and computing enabled by e-learning environments. To advance e-learning for those with dyslexic traits, the seven dyslexia-related motivational factors found in this study can be prioritized to be monitored to detect dyslexic learners’ motivational needs and deliver personalized design, assistance, or strategies.

https://eprints.bournemouth.ac.uk/40617/

Source: BURO EPrints