DIFLA Trainer Application

Project description

Our assignment as a team is to continue working on the DIFLA project, a digital flashcard application aimed at helping Dutch-speaking children aged 6-9 who may struggle with dyslexia or encounter difficulties in pronouncing and reading letters. Our objective is to validate and test the current prototype with our target audience through user testing, while also incorporating new features to improve the app and enhance the overall experience. A key requirement from our stakeholders is to maintain the flashcard method, which has been scientifically proven, while expanding upon it by either adding levels , a timer or using the physical divider more efficiently. Additionally, we must support each new addition or feature with detailed research.

Context

The project aims to address the challenges connected with dyslexia by providing a digital flash card reading trainer (DIFLA trainer) for kid-parent pairs. Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words. Additionally, children often suffer from low self-esteem due to the reading struggle that they experience. Furthermore, reading flash cards is a proven method for strengthening sound-symbol automation and it serves as a base for this project.
However, last year, a student from ICT & Media Design, created a prototype for the DIFLA trainer targeting Dutch kids between the age of 6 and 9 years old. This application holds potential benefits for both children and parents. Children can receive invaluable parental support, while parents can depend on the provided guidance. The application is designed for tablets with split screens - for the kid and the parent. Currently, a base for the DIFLA trainer is the method of Veilig leren lezen to introduce new sounds.
For the current state of the project, the focus is on continuing building on the existing prototype. The flash cards should remain the same and they should be the only learning feature in the application. There are many opportunities that can be explored such as how to keep the attention of the kids and how to motivate them, and how to make the app more desirable than using physical flashcards.

Results

We conducted a detailed research over the past weeks where we split our main research question into six sub-questions. Our primary aim was to understand how different features could enhance the educational experience for children using the DIFLA app. Here are some of the main highlights from our research:
One of the significant findings was the value of gamification in the DIFLA app. Gamification, which involves incorporating game-like elements into non-game contexts, emerged as a crucial addition. It was found that gamification helps kids stay motivated and eager to learn more. For instance, adding features like reward systems, badges, and interactive challenges can significantly enhance user engagement. Some may argue that an educational app does not need any gamification. However, our research strongly indicates that incorporating gamification is essential for providing a better user experience for DIFLA users. It transforms learning into an enjoyable and engaging activity, thus encouraging a more positive attitude towards education.
Our second insight focused on the parental dashboard and its potential benefits. The parental dashboard can serve as a powerful tool to support parents and present the results of their children's progress. It allows parents to track their children's learning milestones, identify areas where they may need additional support, and celebrate their achievements. This feature can also provide parents with actionable insights and recommendations to help their children improve. The ability to monitor progress and receive feedback can empower parents to become more involved in their children's education, thereby creating a more collaborative learning environment.

Read project plan and the research document.

About the project group

All of the group members have studied ICT & Media Design in previous semesters. The whole project takes 13 weeks. As a group, we worked to days on location - Tuesday and Wednesday, and online - Monday and Thursday.