UX Case Study -An AI-powered Reading App for Dyslexia

The project is an AI-powered reading app designed to support children with dyslexia. It focuses on enhancing reading and comprehension skills through multi-sensory and gamified learning methods. By providing accessible, engaging tools, the app aims to empower dyslexic children and improve their self-confidence and learning outcomes.

Overview

Children with dyslexia face significant challenges in processing and understanding information, often leading to confusion and frustration. This project seeks to address these struggles by leveraging innovative approaches to create a supportive and effective learning environment.

Challenges

To design a personalized educational tool that enhances dyslexic children’s learning through multi-sensory methods, gamification, and teacher-student collaboration. The app provides accessible resources, progress tracking, and adaptable tools with features like text-to-speech, visual aids, and a reward-based system for an engaging learning experience.

Objective

Design Process

week 1

week 2

week 3

week 4

week 5

week 6

week 7

week 8

Research

User Analysis

Define

User Flow

Ideation

User Flow

User Testing

Refinements

Wireframing

User: Children with dyslexia who face challenges in reading, writing, and spelling, struggling with text-heavy content and traditional learning methods

Users

Interviews with experienced teachers highlighted the importance of early diagnosis, multi-sensory teaching techniques, and the impact of socioeconomic factors on access to dyslexia resources

Research findings

To enhance their reading and comprehension skills through accessible, engaging, and personalized educational tools that support multi-sensory and gamified learning approaches

User Goals

Incorporating gamified, multi-sensory learning methods can boost engagement and self-confidence in children with dyslexia, while personalized content and adaptive tools support diverse learning needs

Key Insights

Sophia

I felt like I was different from all th other kids and wasn’t learning what I was supposed to, it was scary and I often felt like I was stupid

AGE

JOB TITLE

GENDER

LOCATION

12

Student

Female

Savannah GA

OUTGOING

CREATIVE

CONFUSED

NERVOUS

SELF-DOUBTING

OPEN-MINDED

Hi, my name is Sophia and I am 12 years old. I'm actually not very good at reading because I have dyslexia. Every time I see the words in a book, I feel particularly overwhelmed. While other students can read it quickly, it takes me a lot of time. Sometimes, I also feel a little sad if I am not smart enough, especially when I see everyone doing better than me.

ABOUT

GOALS

PAIN POINTS

NEEDS

INTERESTS

BEHAVIOUR

PERSONALITY

Reduce negative emotions about reading.
Get encouragement while reading.
Make reading more interesting.
Take in knowledge in different ways.

Make reading or acquiring knowledge less difficult.
Find others with dyslexia like me and inspire each other.
Methods of reading and ingesting knowledge suitable for dyslexia.

Staring at words for long periods of time is really challenging.
If there are small letters, it is difficult to read because it looks blurry and mixed together.
All the words on the page are flowing, which is confusing.
They don't have a learning system that really suits them.

Uninterested

Curious

Passive

Positive

Original

Creative

Low Confidence

High Confidence

Introvert

Extrovert

I enjoy hands-on activities like assembling models and crafts, as well as brain games, biking, and hiking. I learn best through videos, larger fonts, and listening to slow, real-voice readings.

Children Behaviors Traits of Reading

Confused

Self-Doubting

Easily Distracted

Inefficiency

Anxious

Alone

😰

😞

🤯

🕰️

🤔

😟

User Persona

Empathy Map

Gains

Pains

Dyslexia is seen as just a different way of thinking rather than a limitation. While some are reassured and encouraged, others face criticism for their struggles with spelling and grades.

Keeping up with peers and receiving positive support is desired. Engaging in more activities and personalized learning plans would help in improving reading and learning at an individual pace.

Hears

Says

Dyslexia is viewed as just a different way of thinking rather than a limitation. While some are reassured that they can overcome challenges, others face criticism for their struggles with spelling and grades. They are often told to try harder or change their attitude toward studying.

Seeing peers succeed easily in exams leads to anxiety and self-blame. Reading and writing tasks feel overwhelming, and staring at words for long periods is challenging. Upcoming assignments create anxiety, and reading with friends often brings feelings of being different.

Dyslexia is seen as just a different way of thinking rather than a limitation. While some are reassured and encouraged, others face criticism for their struggles with spelling and grades. They are often told to pay more attention or change their attitude toward studying

Speaking and spelling correctly can be challenging, and reading comprehension is difficult. Reading tasks and assignments are often avoided, sometimes even leading to skipping school. Seeking help feels necessary but relying on others for reading tasks is a struggle.