Towards a multimedia computer assisted careers guidance system for adults with dyslexia.

Dyslexic people face particular problems in employment. These problems,
coupled with a lack of specialist support, create a critical need for specially tailored
computer assisted careers guidance (CACG) systems. The primary objective of
this thesis is to establish guidelines for the design of such a system.
Section one examines the possibility of providing training or guidance for dyslexic
people via computer, and focuses on the use of symbolic information. The results
of Study 1, using British road traffic signs, indicate that dyslexic people are
deficient in implicit learning, even for symbolic information. Consequently,
despite the advantage of symbol based systems for dyslexics, explicit training in
system use is likely to be essential.
Section two examines the potential of such systems for delivering specially
tailored CACG to dyslexic people. The literature on careers guidance for dyslexic
people suggests that they particularly benefit from increased insight into the nature
of their disability, and knowledge of its implications. Careers guidance for
dyslexics would therefore be optimised by guidance in: the nature of their
disabilities; likely effects of their disabilities; implications for careers decisions;
and opportunities for overcoming dyslexia-related difficulties. It is argued that
multimedia systems, encapsulating an open learning approach, are particularly
appropriate for dyslexic people. Modern multimedia computer assisted careers
guidance (CACG) systems have the potential to facilitate these beneficial
processes, and to provide valuable information and support materials. However,
presently available systems of this sort are far from suitable for dyslexics.
Unfortunately, little information on multimedia or CACG relates directly to
dyslexia. To counter this, three studies were conducted; an interview study of
selected dyslexia professionals, a questionnaire study of a wider range of dyslexia
professionals, and a questionnaire study of dyslexic adults. Each was designed to
establish: how careers guidance for dyslexic people can be improved; the
feasibility and desirability of multimedia CACG for dyslexic people; and the
design characteristics of such a CACG system. Not only was it generally agreed
that such a system is feasible, and desirable, but also strong support was voiced
for the central use of video resources. However, it was stressed that the system
should not be allowed to replace human guidance. The results of these studies are
combined with the conclusions from the literature, to construct a detailed design
and description of a multimedia CACG system for dyslexic people.