Winston Lee proposes an app called JustInMind to help dyslexic individuals learn computer science. The app would replace coding syntax with visualizations like emojis to avoid issues with spelling. An expert in dyslexia, Lisa Toft, provides feedback that color differentiation and text-to-speech may also help. A prototype demonstrates using emojis and animations to blueprint code without typing. While this approach could benefit visual learners, challenges include integrating with existing systems and preventing over-reliance on the app's interface. Further development and user testing is needed to realize the full potential of this educational tool.

1. Devising EdTech Products for Dyslexic Individuals
Winston Lee
USC Viterbi School of Engineering
Computer Science/Business Administration
ITP 470
Professor Kendra Walther

2. Ideation: How I came up with this
I wanted to explore a Blue Ocean within computer science education
Blue Ocean Strategy: Simultaneous pursuit of differentiation and low cost to open up a new market space
Aspects of computer science that I researched included:
Computer Science Education in the Media
Computer Science Education for Mobile Gaming
Computer Science Education for Low-Income Communities
Computer Science Education on the Web

3. Researcher and Faculty Bios
Kendra Walther is a full-time
lecturer in the Information
Technology Program. Kendra
has her master’s degree in
Computer Science from
University of Maryland, College
Park. Kendra is passionate about
teaching and is constantly trying
to find more ways to help her
students understand the
principles of programming. She
is interested in computer science
education.
Winston Lee is a full-time
undergraduate student studying
Computer Science/Business
Administration at USC. Winston
is passionate about devising
unique, valuable products that
allow individuals to combat the
initial barriers to learning about
computer science. Winston has
taught anyone from second
graders to 80 year olds how to
program.
Winston Lee
B.S. Computer Science/Business Admin. 2017
Kendra Walther
Professor at the University of Southern California

4. Project Goals & Target Audience
Unique Value Proposition: This application provides dyslexic individuals with a
way to learn introductory computer science concepts without the existing,
discouraging barriers that dyslexia presents.
Customer Archetype: Dyslexic individual looking to learn about OOP
Completely new to programming and computer science
Struggles with spelling as a result of his/her dyslexia
Feeling discouraged because of syntax-related compiler errors

5. Understanding Our Audience
Defining Dyslexia: A general term for disorders that involve difficulty in
learning to read or interpret words, letters, and other symbols, but that do not
affect general intelligence.
Notable Dyslexic Individuals: Remarkable Minds
Thomas Edison Stephen Spielberg F. Scott Fitzgerald Carol Greider

6. How Large is Our Audience?
Our goal as educators should be to make learning as accessible as possible.
However, it is useful to know how large of an audience we need to design for:
Dyslexic
15-20%
Non-dyslexic
80-85%
General Population
15-20% of the general
population may have
symptoms of dyslexia
such as inaccurate
reading, poor spelling,
and poor writing
LD Population
85% of the
individuals with
learning
disabilities have
trouble with
inaccurate
reading
Other
15%
Reading
85%

7. Dyslexia and Computer Science
We must examine the intersection between dyslexia and computer science.
More specifically, what challenges these individuals have with programming.
It is important to spell correctly and consistently, as many programmers use
specific coding conventions that require correct spelling and capitalizations:
camelCase cmaleCsae camelcAse … Seems frustrating
These challenges can be more challenging and embarrassing in team settings

8. The Idea: Hypothesis
Customer Hypothesis: Part of the reason why dyslexic individuals struggle to
learn introductory computer science because of the way syntax is presented.
Validation Action Plan: Speak with professionals who specialize in dyslexic
studies to better understand and empathize with this particular demographic

9. The Idea: Do we need text at all?
Plain and simple: Let us abandon text. We can replace text, more specifically
coding syntax, with visualizations (emojis).
Are there enough emojis?
Today, there are more than 700
unique emoji characters available for
use on mobile keyboards.
One important aspect is that we need
to make sure the emojis that are used
are more than distinguishable.

10. The Idea: Seeking Expertise
This approach would make reading syntax and collaborating easier. Lisa Toft, a
Director at USC’s DSP department helped me see other ways we can combat dyslexia
challenges.
Lisa Toft, M. Ed., C.A.G.S.
Director at USC Disability Services and Programs
Specialization in work with dyslexic individuals
Paraphrased:
“Color differentiation as well as audio
aspects can make reading less difficult.
Text-to-speech methods are widely used
for this purpose.”

11. The Idea: Expertise Q&A
Lisa Toft, M. Ed., C.A.G.S.
Director at USC Disability Services and Programs
Specialization in work with dyslexic individuals
Q: Is this approach essentially training dyslexic individuals to depend on this system?
A: [This concern] is a huge topic within the field of instructional design. A great resource would be the
University of Washington’s DO-IT Center. The concept is called universal design and it is derived
from principles in architecture. This concept could have more benefits to other unintended audiences
such as visual thinkers.
Q: How can we best empathize with individuals who have disabilities that we do not?
A: There is a great movie from the 80s called F.A.T. City (Frustration, Anxiety, and Tension) and it
better outlines the challenges associated with learning disabilities. We can think about personal
anecdotes and visualize ourselves in foreign settings. That’s probably the most relatable way to
imagine what they are dealing with.
Depicted to the left: Movie called
F.A.T. City from the 80s
Source: Amazon.com

12. Prototyping: Key Experiences
Demo Experience: This allows users to see a
demonstration of what they need to code before
they start programming with the app. This is
essentially a replacement of traditional forms of
documentation for project requirements and
allows the user to visualize what needs to be done.
Additional features:
Animated interface allows user to see tasks in a
specific sequential order

13. Prototyping: Key Experiences
Programming Experience: This allows users to
blueprint their code in a sequential order. The IDE
is completely visual. No input zones require typing
aside from numeric values and emojis. The emojis
prevent users from having to decipher similar
looking symbols.
Additional features:
Users can view a static version of the demo in a
small interface screen above the IDE

14. Relevant Challenges
One huge challenge associated with this project is how we can introduce this
genre of programming syntax to already existing systems.
Another aspect to consider: Should we be developing systems that are so
different from traditional ways of programming that essentially train dyslexic
individuals to become reliant on what we are offering?

15. Further Development
In the future, the JustInMind application prototype can be actualized as an iOS
and Android application.
Additionally, the project is not necessarily constrained to a mobile
environment. Desktop applications could be developed, but the use of a mobile
app prevents users from getting in the mentality that they will need to type at
a keyboard.
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16. Conclusion
The idea of integrating an introductory computer science learning environment
through this application has been partially validated. There are many other
ways to make this application friendlier, including using speech assistance and
colors that better emphasize aspects of the interface.
Thank you!