Design Principles of an Interactive Tangible Mobile Application for Students With Specific Learning Disabilities

Abstract

Traditional computer-assisted instruction applications fail to meet the changing needs of children with specific learning disabilities (SLD) and the new systems are expected to cultivate multi-sensory interaction as well as create a physical engagement. In this context, interactive tangible objects used with multi-touch tablets have the potential to enrich learning experiences of students with SLD. Tangible technologies serve as an instrument that can be used for students with SLD. The main purpose of this study is to determine design principles for an interactive tangible mobile application for students with SLD. Design-based research was employed in order to determine the design principles for interactive tangible mobile applications for students with SLD. Overall, the findings of the study indicate that 33 design principles for tangible mobile applications in four categories—educational content, visual design, tangible object use, and interaction—were determined for students with SLD.