Adaptive e-learning is becoming increasingly popular as a tool to help learners with dyslexia. It provides more customized learning experiences based on the learners’ characteristics. Each learner with dyslexia has unique characteristics for which material should ideally be suitably tailored. However, adaptation to the characteristics of learners with dyslexia—in particular, their dyslexia type and reading skill level—is limited. By examining the learning effectiveness of adaptation of learning material based on the learner’s type of dyslexia and reading skill, this study fills a knowledge vacuum in this under-researched area. An empirical evaluation through a controlled experiment with 47 Arabic subjects has been undertaken and assessed using the following metrics: learning gain and learner satisfaction. The findings reveal that adapting learning material to the combination of dyslexia type and reading skill level yields significantly better short- and long-term learning gains and improves the learners’ satisfaction compared to non-adapted material. There is evidence that this benefit also extends to how well learners read unseen material. This paper also discusses implications and important avenues for future research and practice related to how adaptation influences learners with dyslexia.

中文翻译：

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自适应电子学习和阅读障碍：实证评估和对未来工作的建议

作为帮助阅读障碍学习者的工具，自适应电子学习正变得越来越流行。它根据学习者的特点提供更多定制化的学习体验。每个有阅读障碍的学习者都有其独特的特征，理想情况下应该针对这些特征适当地定制材料。然而，对阅读障碍学习者特征的适应——特别是他们的阅读障碍类型和阅读技能水平——是有限的。通过检查根据学习者的阅读障碍类型和阅读技能改编学习材料的学习效果，本研究填补了这一研究不足领域的知识真空。通过对 47 个阿拉伯语科目的对照实验进行了实证评估，并使用以下指标进行了评估：学习收获和学习者满意度。研究结果表明，与未改编的材料相比，根据阅读障碍类型和阅读技能水平调整学习材料可产生明显更好的短期和长期学习收益，并提高学习者的满意度。有证据表明，这种好处还延伸到学习者阅读看不见的材料的程度。本文还讨论了与适应如何影响阅读障碍学习者相关的未来研究和实践的意义和重要途径。