ディスレクシアにおける立体文字を用いた学習効果

抄録

This study proposes a unique three-dimensional character expression designed to support literacy learning for children with developmental dyslexia. The method focuses on understanding and acquiring correct Japanese kanji stroke order by presenting characters on a digital display, such as a tablet computer. Three-dimensional kanji characters were constructed by mapping stroke order to distinct depth positions, enabling spatial differentiation of strokes. To examine the applicability and educational impact of this approach in tablet-based literacy learning, a study involving children with developmental dyslexia and typically developing children was conducted. Participants observed both flat and three-dimensional kanji characters and provided evaluations of their learning experience. Post-tests were conducted twice which involved soon after the learning session and one week after to assess retention of the target characters. The post-test results indicated that learning with three-dimensional kanji characters shows more accurate than flat kanji characters on stroke order understands. The results suggest that depth cues are a key factor in efficient character recognition and that spatial layout might facilitate the acquisition of geometric information.