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Application of Direct and Indirect Human-Centered Design Techniques With Dyslexic Users

Application of Direct and Indirect Human-Centered Design Techniques With Dyslexic Users

Dominik Hagelkruys, Renate Motschnig
Copyright: © 2019 |Pages: 20
ISBN13: 9781522590699|ISBN10: 1522590692|ISBN13 Softcover: 9781522590705|EISBN13: 9781522590712
DOI: 10.4018/978-1-5225-9069-9.ch001
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MLA

Hagelkruys, Dominik, and Renate Motschnig. "Application of Direct and Indirect Human-Centered Design Techniques With Dyslexic Users." Handbook of Research on Human-Computer Interfaces and New Modes of Interactivity, edited by Katherine Blashki and Pedro Isaías, IGI Global, 2019, pp. 1-20. https://doi.org/10.4018/978-1-5225-9069-9.ch001

APA

Hagelkruys, D. & Motschnig, R. (2019). Application of Direct and Indirect Human-Centered Design Techniques With Dyslexic Users. In K. Blashki & P. Isaías (Eds.), Handbook of Research on Human-Computer Interfaces and New Modes of Interactivity (pp. 1-20). IGI Global. https://doi.org/10.4018/978-1-5225-9069-9.ch001

Chicago

Hagelkruys, Dominik, and Renate Motschnig. "Application of Direct and Indirect Human-Centered Design Techniques With Dyslexic Users." In Handbook of Research on Human-Computer Interfaces and New Modes of Interactivity, edited by Katherine Blashki and Pedro Isaías, 1-20. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9069-9.ch001

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Abstract

Designing for people with special needs, especially cognitive and affective needs, can be challenging. Human-centered design (HCD), which inherently promotes user-inclusion and promises products that fit the users' needs, seems to be an optimal solution for such tasks. But can an HCD-approach be easily applied with special needs users? How much adaptation is necessary to perform classical HCD-techniques with users affected by certain difficulties? This chapter discusses the insights gathered and strategies adopted while applying human-centered design in the LITERACY-project, a project of the European Union aiming at improving social inclusion of youth and adults with dyslexia, by creating an interactive web-portal. Hopefully, this case study provides insight on and gives courage for inclusion of end-users even though—or particularly because—they have special needs.

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