| Abstract [eng] |
This master's thesis explores the improvement of the learning process for students with dyslexia in chemistry lessons through the use of digital learning objects (LOs). Dyslexia is a specific learning disorder that often affects reading comprehension and information processing, making it essential to create a learning environment tailored to the individual needs of these students. To ensure inclusive education, the study is grounded in the principles of inclusive pedagogy and the Universal Design for Learning (UDL) model, which emphasizes flexibility, accessibility, and support for diverse learning needs. The aim of the research is to identify which functionalities of digital learning objects contribute to organizing an effective and accessible learning process for students with dyslexia. The methodology includes a theoretical literature review and a quantitative survey involving teachers. Respondents evaluated specific LO features such as text adaptation, interactivity, automated feedback, progress monitoring tools, and personalization options. Based on the results, functional and non-functional requirements for LO structure were developed, leading to the creation of interactive LO prototypes integrated into a virtual learning environment. These objects assist teachers in individualizing tasks, reducing cognitive load, and providing continuous feedback. The adapted LOs help increase engagement, motivation, and academic achievement among students with dyslexia. This study highlights the practical potential of applying technological solutions to inclusive education and contributes to strengthening teacher competencies when working with students with diverse needs. The findings and prototypes developed can be applied not only in chemistry but also in other subjects, promoting the integration of UDL principles in schools. The research findings were presented at the international conference ALTA’24 and published in the proceedings Advanced Learning Technologies and Applications: Sustainability and Partnership in Education (ISSN 2335-2140), as well as in the peer-reviewed international journal “Sustainability” (MDPI, 2025, Vol. 17, No. 17, Article 4513; https://doi.org/10.3390/su17104513). |
