Abstract
Up to 15% of the Indian school-going children suffer from dyslexia. This paper aims to determine the extent to which existing knowledge about the eye-tracking based human-computer interface can be used to assist these children in their reading and writing activities. A virtual keyboard system with multimodal feedback is proposed and designed for a lexically and structurally complex language and optimized for multimodal feedback involving several portable, non-invasive, and low-cost input devices: a touch screen, an eye-tracker, and a soft-switch. The performance was evaluated in terms of text-entry rate, information transfer rate, and type of errors with three different experimental conditions: 1) touch-screen condition with auditory feedback 2) eye-tracking condition with auditory and visual feedback, and 3) eye-tracking and soft-switch condition with auditory and visual feedback. The proposed multimodal feedback has shown a significant improvement in text-entry rate with less error. This work represents the first virtual keyboard with multimodal feedback for dyslexic children in the Hindi language, which can be extended to other languages.
Highlights
Dyslexia is characterized by significant difficulty with speed and accuracy of decoding word, spelling and text comprehension
When the performance was measured in terms of Information transfer rate (ITR) for command level
The findings show some patterns as far as reading and writing of Hindi words are concerned and the analyses of text entry rate, ITR for letter level (
Summary
Dyslexia is characterized by significant difficulty with speed and accuracy of decoding word, spelling and text comprehension. Studies have found the effect of text presentation on reading performance in dyslexic cases (Rello et al, 2012). Eye movement during reading has been used as a robust indicator of deficiencies seen in dyslexics. It can be used to record and understand moment-tomoment cognitive process during reading (Rayner, 1998). Reading necessitates visual scanning to decode the written word which, in turn, is affected by various linguistic factors such as the word length and frequency. Researchers have used behavioral measurements (e.g., reaction times, response accuracy and visual function) and electrophysiological measures (e.g., event-related potential, visual evoked potential) to understand underlying factors in developmental dyslexia that can be exploited for training purposes
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