�PROJECT PROPOSAL��Analysis of Data And Interpretation��

Prepared by:

SAW BOON HU

Master of Education

University Of Geomatika

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Supervisor:

Dr. KIM TENG SIANG

AGENDA

• Research Title

• Research Questions / Hypothesis

• Research Instruments / How Data was Collected

• Background of Sample / Summary of Data

• Analysis of Data for Answering Research Questions

• Results and Interpretation for Research Questions

•Discussion & Conclusion

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CONTENT

Exploring The Design of An Effective and Collaborative Gamification-Based Digital Learning Tool To Enhance Learning Engagement Among Primary School Students With Dyslexia in Malaysia

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QUESTION 1: CHALLENGES IN LEARNING ENGAGEMENT

What challenges do primary school students with dyslexia experience in maintaining learning engagement during classroom activities?

QUESTION 2: EXISTING DIGITAL LEARNING TOOLS

What digital learning tools or technology-based teaching approaches are you currently using to support primary school students with dyslexia, and how effective do you perceive these tools to be?

QUESTION 3: EFFECTIVE GAMIFICATION FEATURES

What gamification features do you perceive as most effective in motivating and engaging primary school students with dyslexia?

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QUESTION 4: COLLABORATIVE GAMIFICATION

How can collaborative gamification activities be designed to encourage participation, peer interaction and learning engagement among primary school students with dyslexia?

QUESTION 5: ACCESSIBILITY AND DESIGN

What accessibility and design features should be incorporated into a gamification digital learning tool to accommodate the learning needs of primary school students with dyslexia?

QUESTION 6: OVERALL DESIGN RECOMMENDATIONS

Based on your teaching experience, what recommendations do you have for designing an effective, accessible and collaborative gamification digital learning tool to enhance learning engagement among primary school students with dyslexia?

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RESEARCH INSTRUMENT

• Primary Instrument

- Semi-Structured Interview Protocol

- The interview consists of open-ended questions that encourage participants to share their experiences.

• Data Collection

- Research Process

- Participant Recruitment > Semi-Structured Interviews > Interview Transcription > Data Analysis

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BACKGROUND OF SAMPLE

• Purposive Sampling

- Participants are selected because they have direct experience using gamification tools during classroom learning for dyslexic students.

• Sample Size

- Six (6) teachers with experience in teaching dyslexic students in primary school and willing to participate and provide feedback and suggestions.

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Summary of Data

Summary of Data

Analysis of Data

Results and Interpretation

Results and Interpretation

Proposed Design Requirements for an Inclusive Collaborative Gamification Digital Learning Tool – The Six Core Pillars

Proposed Design Requirements for an Inclusive Collaborative Gamification Digital Learning Tool – The Six Core Pillars

KEY PILLARS FOR A FRAMEWORK TO DESIGN AN ADAPTIVE DIGITAL TOOL FOR PRIMARY SCHOOL STUDENTS WITH DYSLEXIA

Shift from traditional competitive gamification towards a more inclusive and supportive learning approach.

1. Ensure Accessibility�Incorporate multimodal support such as audio, text-to-speech, visual aids and dyslexia-friendly design.
2. Enable Personalisation�Provide adjustable difficulty, flexible timing, repetition and individual learning levels to accommodate diverse needs.
3. Promote Collaborative Learning�Use team challenges, shared goals, peer support and group rewards to encourage participation and social engagement.
4. Focus on Progress, Not Speed�Use rewards, badges, progress indicators and immediate feedback to recognise effort, improvement and persistence rather than ranking students.
5. Strengthen Teacher Control & Meaningful Learning�Give teachers the ability to customise activities, manage groups and monitor progress, while ensuring gamification remains focused on meaningful learning outcomes.

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CONCLUSION

Based on the teachers' feedback suggests that an effective gamification-based digital learning tool for primary school students with dyslexia should move beyond conventional competitive gamification and incorporate accessibility, personalisation, collaborative learning and progress-oriented rewards.

The tool should provide multimodal learning support, flexible learning conditions and meaningful opportunities for students to participate and succeed according to their individual abilities.

An effective gamification digital learning tool for primary school students with dyslexia should move beyond conventional competition and combine accessibility, personalisation, collaboration and progress-oriented gamification to enhance meaningful learning engagement.