Research Publications

Now showing 1 - 3 of 3

Embargo
WORDEX: Early Dyslexia Detection and Support
(Institute of Electrical and Electronics Engineers Inc., 2025) Ganegoda, S.H; Dissanayake, O; Samarakoon, S; Jayawardana, N; Thelijjagoda, S; Gunathilake, P
Dyslexia is a prevalent and complex learning disability that affects approximately 5% of primary school students worldwide. It often manifests as persistent difficulties in reading, writing, spelling, and overall academic performance, which can lead to long-term educational and psychological impacts if not addressed early. To facilitate the early identification and support of dyslexic learners aged 7 to 10, this paper introduces Wordex, an innovative and adaptive educational platform. Wordex is designed to screen for multiple dyslexia subtypes and provide targeted interventions through engaging, interactive, and personalized learning activities. The platform features an integrated machine learning-based screening system that analyzes user interactions and performance metrics to assess the risk of dyslexia. Upon identification, the platform delivers tailored remedial exercises that align with national school curricula, aiming to strengthen specific cognitive and linguistic skills. Wordex is developed using a modern technology stack including Spring Boot, Flutter, Python libraries, Firebase, and MongoDB, and incorporates capabilities such as image processing, supervised learning algorithms, real-time progress tracking, and cloud-based data management. A user-centered design approach and iterative testing cycles were employed to ensure the platform is accessible, intuitive, and pedagogically effective. Wordex contributes significantly to the field of educational technology by offering a scalable, research-informed intervention tool. Future enhancements include multilingual support, broader age group coverage, and integration with classroom learning environments.
Open Access
A gamified learning tool for sri lankan primary schools
(SLIIT, 2014-09-26) Ranathunga, R. A. G. K; Rajakaruna, L. A. V. N; Karunarathna, S. A. T. N; Abeywardena, L. N. Y; Nawinna, D. P; Halloluwa, T
One of the critical problems in primary education sector particularly in Sri Lanka is inadequate resources for children who has special needs and Attention Deficit-Hyperactivity Disorder (ADHD) is a commonly observed among primary level children with symptoms like inabilities to pay attention and to stay on task. Such children are less interested in mathematics and have problems in learning the subject. To overcome above difficulties, the need for easy to use and effective learning aids has become vital and this research investigates on a possible way to support them using gamified learning infrastructure. ‘Gamified Learning Environment for the Children with Special Needs in Primary Schools’ is a learning tool that improves children’s attitude towards mathematics in an interactive manner and the performance of children with learning difficulties. It comes with a gamified architecture with an interactive background, attractive graphics, colours, images and sounds. This system is designed as a web based learning environment that facilitates effective learning of mathematical concepts and badges, medals and rewards are distributed considering their achievements as a motivation technique. The intention of this automated tool is to deliver a user friendly automated learning tool grounded with proven effective pedagogy for affordable cost.
Embargo
Impact of Covid-19 on Primary Education: A Study based on Primary Schools in Hatton Education Zone
(Faculty of Humanities and Sciences,SLIIT, 2021-09-25) Niranjan, M; Malini, M
This study explores the impact online primary education has on students' learning from teachers’ view. The objective of this study was to explore the primary teachers’ view on technical skill, students’ and parents’ interest on online education and to analyze online education’s impact on primary students' academic learning. The study helps students and teachers to know the impact of online education on students' learning and related factors. 30 primary teachers randomly at Hatton zone of. Nuwaraliya were selected. All teachers were given the same questions, through telephone and WhatsApp to obtain their opinion regarding the online education. Results suggested that some major efforts must be made to improve online technology and skills and motivate parents to facilitate the learning opportunities for students to engage in online education. It is recommended to develop a better online learning environment during this pandemic to adapt to that environment.

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