A machine learning-based classification model to support university students with dyslexia with personalized tools and strategies

• Published in: Scientific reports 2024-01, Vol.14 (1), p.273-273, Article 273
• Main Authors: Zingoni, Andrea, Taborri, Juri, Calabrò, Giuseppe
• Format: Article
• Language: English
• Subjects: 639/166/987; 692/617/375/366; Algorithms; Careers; Dyslexia; Humanities and Social Sciences; Learning algorithms; Machine learning; Memory; multidisciplinary; Science; Science (multidisciplinary); Students; University students
• ISSN: 2045-2322; 2045-2322
• DOI: 10.1038/s41598-023-50879-7

Dyslexia is a specific learning disorder that causes issues related to reading, which affects around 10% of the worldwide population. This can compromise comprehension and memorization skills, and result in anxiety and lack of self-esteem, if no support is provided. Moreover, this support should be highly personalized, to be actually helpful. In this paper, a model to classify the most useful methodologies to support students with dyslexia has been created, with a focus on university alumni. The prediction algorithm is based on supervised machine learning techniques; starting from the issues that dyslexic students experience during their career, it is capable of suggesting customized support digital tools and learning strategies for each of them. The algorithm was trained and tested on data acquired through a self-evaluation questionnaire, which was designed and then spread to more than 1200 university students. It allowed 17 useful tools and 22 useful strategies to be detected. The results of the testing showed an average prediction accuracy higher than 90%, which rises to 94% by renouncing to guess the less-predictable 8 tools/strategies. In the light of this, it is possible to state that the implemented algorithm can achieve the set goal and, thus, reduce the gap between dyslexic and non-dyslexic students. This achievement paves the way for a new modality of facing the problem of dyslexia by university institutions, which aims at modifying teaching activities toward students’ needs, instead of simply reducing their study load or duties. This complies with the definition and the aims of inclusivity.