Ambiguity as a resource for design
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
CHI '13 Extended Abstracts on Human Factors in Computing Systems
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Dyslexia as a Resource for Design outlines how the special human condition known as dyslexia can be reconceptualized and used as a resource for interaction design methodologies. Although there are many challenges associated with dyslexia - there are many advantages - which can be adopted during the design process. By specifically targeting key visual strengths of the dyslexic condition, researchers and designers can look past its shortcomings and utilize this particular and reoccurring form of visual creativity. To illustrate dyslexic resources this paper, re-conceptualizes dyslexic thinking and misnomers; theoretically discusses how dyslexia can tie into three seemingly unrelated design disciplines, i.e. E-Learning, Universal Access and Critical Design; discusses how three web-based case studies have utilized dyslexic creativity, (i) visualizing spelling creativity when mistaken for mistakes, (ii) using Dyslexic Visual Literacy when verbal literacy fails and (iii) through serendipitous visualization processes discovering 'possibility' where none was expected. Lastly, this paper briefly suggests how a non-dyslexic person can utilize Dyslexic Visual Literacy through the Dyslexic Prism - and in return, begin to use the dyslexic condition for inspiring creativity and innovation during the design process.