Design of a Tangible Interface with Multimodal Feedback to Support the Literacy of Children with Dyslexia
DOI:
https://doi.org/10.5753/rbie.2025.5999Keywords:
Literacy, Dyslexia, Tangible interface, Usability, Educational technology, Multisensory, AccessibilityAbstract
This paper presents the development and validation of Alfaba, a tangible multisensory device designed to support literacy, with attention to children with dyslexia. The project was grounded in literature on literacy, dyslexia, neuroplasticity, and educational technology, emphasizing multisensory approaches. Alfaba combines physical letter tiles identified by Radio-Frequency Identification (RFID), LED light cues, and audio to connect manipulation, phonology, and grapheme representation. Development comprised six stages: theoretical groundwork, design, non-functional prototype, expert-oriented design testing, functional prototype, and user validation. Validation involved a focus group with six teachers and seven children and individual usability tests with seven children (ages 7-10), enabling analysis of accessibility, understanding of functions, interpretation of visual and auditory signals, and pedagogical applicability. Results indicated understanding of basic operations and highlighted priority adjustments: slot tolerances for letter insertion, screen legibility at oblique angles, button iconography, and power-button placement. Planned modifications include a rigid enclosure, a larger color display, refined icons, larger buttons, and volume control. The project addresses cost and maintenance constraints in public schools and aligns with Brazil’s BNCC regarding the pedagogical use of digital technologies.
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Copyright (c) 2026 Laura Quevedo Jurgina, Leomar Soares da Rosa Júnior, Marilton Sanchotene de Aguiar, Tiago Thompsen Primo
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