Playfully improve language skills

Gamification learning software for children with dyslexia

Lack of motivation and accessibility in educational software for children with dyslexia

Many children with dyslexia face the challenge of reinforcing what they’ve learned not only in class but also on their own at home. However, existing educational software is often perceived as uninspiring or difficult to use, so it is rarely utilized in children’s daily lives. As a result, important practice sessions are missed, and learning progress is slower.

LOS-Verbund

UX Research

UI Design

Prototyping

Supporting children with dyslexia through gamification

For the LOS network, we developed a new look for the vocabulary box while maintaining the same pedagogical concept. The goal was to ensure that people with dyslexia who take courses in the LOS institutes enjoy using the associated software at home as well. To achieve this, we had to improve usability and learnability, develop an appealing visual language, and find a way to motivate our target user group, namely children, at home.

To do this, we took a gamification approach and developed a concept where children complete exercises to uncover different countries on a map and receive special rewards for special exercises. In addition, we developed two companion characters to provide additional motivation and support for the children. The design is scalable to other elements of the software. The concept is designed to work together with the analog course materials.

Supporting children with dyslexia through gamification

Discover, practice, remember – learn while having fun

In the Vocabulary Box, children explore all aspects of language through play: listening, filling in the blanks, recalling, and copying—every exercise turns learning into an adventure!

Promoting Language Skills for Academic and Career Success

The LOS association helps children, adolescents and young adults to master the German and English language in spoken and written form so they can achieve the school and vocational qualifications that are possible for them on the basis of their talents and aptitudes. The focus of the support work is the educational diagnosis and therapy of young people with reading/spelling difficulties