Mobidys
Make reading accessible to DYS
Project in partnership with Mobidys within the framework of L'École de Design Nantes Atlantique.
The challenge
Mobidys invited us to rethink their digital tool FROG in order to help the cognitive effort of a DYS child during a reading. The use of this tool is mainly intended for children aged 6 to 10 with a DYS disorder. These disorders makes learning more difficult in different ways.
Mobidys invited us to rethink their digital tool FROG in order to help the cognitive effort of a DYS child during a reading. The use of this tool is mainly intended for children aged 6 to 10 with a DYS disorder. These disorders makes learning more difficult in different ways.
Mobidys nous a demandé de repenser leur outils numérique FROG de manière à alléger l’effort cognitif d’un enfant DYS lors d’une lecture. L’usage de cet outil est majoritairement à destination des enfants de 6 à 10 ans ayant un trouble DYS. Cette famille de troubles rend plus difficile l’apprentissage de différentes manières.
Period
June 28 to July 2, 2021
Target
DYS children from 6 to 10 years old
Team
Allan GUÉGAN / Samuel LEFEBVRE
Tools
Protopie / LottieFiles / Figma / Adobe After Effects / Adobe Premiere Pro
Process
Along with a speech therapist, we did our best to include each of the DYS disorders in our design process. We then created an intuitive and customizable interface so that FROG would be adaptable to different needs and so that the child would be autonomous in his reading.
Along with a speech therapist, we did our best to include each of the DYS disorders in our design process. We then created an intuitive and customizable interface so that FROG would be adaptable to different needs and so that the child would be autonomous in his reading.
Accompagnés d’une orthophoniste, nous avons fait tout notre possible pour inclure chacun des troubles DYS dans notre processus de conception. Nous avons alors créé une interface intuitive et personnalisable de manière à ce que l’outil soit adaptable aux différents besoins et à ce que l’enfant soit autonome dans sa lecture.
In order to accomplish this, we had to rethink the reading aids (highlighting syllables, changing fonts, definitions, auditory aids...) to maintain the reader's attention and to facilitate comprehension and textual deciphering. A large part of our project focused on micro-interactions. Each of them highlighted the function of the tool concerned, thus allowing to anticipate the questions related to a lack of understanding from the child. In addition, we have redesigned the interface to make these tools more accessible and manageable, whether through a smartphone, tablet device or computer.
Pour cela il nous a fallu repenser les outils d’aide à la lecture (mise en avant des syllabes, changement de police, définitions, aide auditive...) pour maintenir l’attention du lecteur et pour faciliter la compréhension et le déchiffrage textuel. Une grande partie de notre projet se concentre sur les micro-interactions. Chacune d’entre elles met en avant la fonction de l’outil concerné permettant ainsi d’anticiper les questions d’usage chez l’enfant. De plus, nous avons repensé l’interface de manière à rendre ces outils plus accessibles et maniables, que ça soit sur téléphone, tablette ou ordinateur.