Engaging the relationships between dyslexia, personality, and drawing ability through inclusive practice for special education children
List of Authors
  • Roslaili Anuar , Wan Zamani Wan Zakaria

Keyword
  • Specific Learning Difficulties, Visual Memory, Drawing Ability, Augmented Reality, Dyslexia

Abstract
  • Utilising Augmented Reality (AR) in education has the potential to greatly enhance students' understanding and acquisition of knowledge in topics that include hands-on experimentation, which can be visually represented in 2D or 3D format. It is an innovative educational approach that can be employed for the purpose of teaching and educating children. This community project focuses on fostering collaborations between experts in the fields of art, design, and design education to enhance the drawing skills of dyslexic children through the use of AR technology. The project of study also examines the effectiveness of a multidisciplinary approach in studying the connections between personality traits, visual memory, and drawing skills among dyslexic children from the Persatuan Disleksia Malaysia (PDM) located in Klang Valley, Malaysia. The findings of the study exhibits 10 children with dyslexia encountred a contemporary form of learning through visual representation with AR technology which generate their learning more fun and interesting throughout their drawing practice experience. The use of Augmented Reality (AR) in education could sifnificantly improve students’understanding and knowledge in various contents which involve activities such as hands-on experimentation that can be visually represented in 2D or 3D formats. The utilisation of AR is a novel educational approach especially for students with Specific Learning Difficulties (SpLD) including dyslexia. Through a community project with the collaboration of experts in the fields of art, design, and design education, this study aims to enhance the drawing skills for dyslexic students with AR as a supplementary tool. The study also examines the effectiveness of a multidisciplinary approach in recognising the connections between personality traits, visual memory, and drawing skills in dyslexic students. The participants include pre-school students and teachers from the Malaysian Dyslexic Association in the Klang Valley. The findings revealed that children with dyslexia demonstrated constructive learning engagement and are more optimistic towards learning which is enhanced with AR.

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