Empowering Dyslexic Learners: A Design Approach to Tangible Educational Products

This study addresses the challenge of developing effective educational tools for dyslexic learners, who often struggle with traditional learning methods due to their unique cognitive processing needs. The aim of the study is to design and evaluate a tangible educational product that integrates multisensory learning, Universal Design for Learning (UDL) principles, and Cognitive Load Theory to enhance literacy skills in dyslexic children. The methodology involves a mixed-methods approach, including usability testing with at-risk children, followed by a structured intervention study with 20-30 children from an elementary school and the Dyslexia Association of Malaysia. The findings indicate that the designed product significantly improves literacy outcomes by providing a multisensory and accessible learning experience that reduces cognitive load. The study’s implications suggest that such products, when designed with these principles, can be powerful tools in supporting the education of dyslexic learners, offering a model that could be adapted for broader educational contexts.