A PRELIMINARY SURVEY ON AUTOMATED SCREENING TOOLS TOWARDS LEARNING DISABILITIES <s> AUTOMATED SCREENING TOOLS FOR LEARNING DISABILITIES <s> If initial attempts to incorporate reusable multimedia into university teaching were characterised by the efforts of enthusiasts, the growth of the “Learning Object” economy in recent years requires a more strategic and systems-based approach. While all reusable learning materials have a value, both financial and educational, multimedia in particular is expensive to produce. Systematic production (based on ISO 14915 standards (2002a, 2002b, 2003) and evaluation of fitness for purpose, are paramount. Human-centred design (HCD) methodologies, based on the ISO 13407 standard (1999), are now well-established for ensuring that investments in technology result in benefits, and in particular lay heavy emphasis on the frequent use of evaluation. This paper reviews literature in educational multimedia production, interaction design, HCD, and pedagogy, and summarises ongoing attempts to standardise a definition of reusable learning objects (RLOs), with multimedia learning objects (MLOs) as a specific example. We conclude that evaluation must be central to the production and deployment of MLOs. We report on experiences applying an existing framework for effective production of multimedia learning resources, and propose revisions to this framework to add effective evaluation mechanisms. <s> BIB001 </s> A PRELIMINARY SURVEY ON AUTOMATED SCREENING TOOLS TOWARDS LEARNING DISABILITIES <s> AUTOMATED SCREENING TOOLS FOR LEARNING DISABILITIES <s> In this paper the first version of a recording and evaluation system for an ongoing research project is presented: an automatic school enrollment screening test for children in preschool age. The screening test focuses on different aspects of the development of children's speech and language and has a duration of about 15 minutes. It is based on parts of already standardized tests. For a first version these tests are digitized, and adapted to an existing computer system for speech assessment so that recordings can be performed in local preschools. The recordings take place while a speech therapist is assisting the child. The described version focuses on the data collection and an subjective speech and language assessment of the attendant speech therapist. Children, that are awaiting school enrollment in fall, have been selected for this project. It is planed to collect a total amount of more than 500 children within the next 2 years. It is planed to record the children continuously over a period of 3--4 years at an interval of 12 months in order to measure their development automatically. <s> BIB002 </s> A PRELIMINARY SURVEY ON AUTOMATED SCREENING TOOLS TOWARDS LEARNING DISABILITIES <s> AUTOMATED SCREENING TOOLS FOR LEARNING DISABILITIES <s> This paper reports on an ongoing project that develops a learning material for preschool children. The concepts of courseware and digital storytelling (DST) are combined to deliver learning contents to students. The Multiple Intelligence is mapped into the developed learning material, which is called Preschool DST, in complementing the existing technologies such as books and courseware. The paper starts with some discussions on the background of the study, followed with the techniques used in the study. Then, lengthy discussions on the design and development of the Preschool DST follow, and finally the paper concludes by addressing the next step to perform. This study found that the Preschool DST is able to grab children’s interest and engaging them during the learning process. <s> BIB003 </s> A PRELIMINARY SURVEY ON AUTOMATED SCREENING TOOLS TOWARDS LEARNING DISABILITIES <s> AUTOMATED SCREENING TOOLS FOR LEARNING DISABILITIES <s> The emerging knowledge-driven dictate of the economy has no boundary. The use of Information and Communication Technology (ICT) has enhanced applications of knowledge-based expert system. The idea is that human expert is programmed into the machine in form of an Artificial Intelligence (AI). This work involves the use of expert system in mineral identification. The design and implementation of the expert system is based on the physical characteristic of the forty minerals involved in this study as the knowledge domain. The inference engine is rule-based as suggested to be better by previous researchers. Visual Basic is used for the implementation while Microsoft Access is used for creating the database. <s> BIB004 </s> A PRELIMINARY SURVEY ON AUTOMATED SCREENING TOOLS TOWARDS LEARNING DISABILITIES <s> AUTOMATED SCREENING TOOLS FOR LEARNING DISABILITIES <s> This paper presents a translation of interaction design (IxD) guidelines into a working prototype of dyslexic children’s reading application in Bahasa Melayu.The IxD guideline was specifically designed and developed with the motivation to help ease and reduce dyslexic children’s difficulties in reading.It is well established that dyslexics, due to dyslexia, have difficulties to learn, especially when it comes to reading that is caused by visual and auditory deficits.Unfortunately, reading applications, mostly in English language, are not designed specifically for dyslexics in terms of its form, content, and behaviour for such application.Hence, to help them read better, an IxD guidelines tailored specifically for dyslexic children is proposed.These guidelines are translated into prototype and show how the intended, suitable form, content, and behaviour would be.The Goal Directed Design (GDD) methodology is used in order to add customized ::: guidelines and to embed the guidelines into the prototype. <s> BIB005 </s> A PRELIMINARY SURVEY ON AUTOMATED SCREENING TOOLS TOWARDS LEARNING DISABILITIES <s> AUTOMATED SCREENING TOOLS FOR LEARNING DISABILITIES <s> MathLexic is a multimedia application that is designed to improve mathematical skills of dyslexic children. This research is focused on integration of multimedia elements and implementation of multimedia principles in the application, which is intended to deliver an attractive and acceptable multimedia mathematical application for dyslexics. The application allows dyslexics to interact with the tutorials that comprise of recognizing numbers, number sequencing, operation of mathematical symbols, mathematical operations, and activities for their enhancement. User Acceptance Test is conducted with dyslexic and special education teachers in order to evaluate the application. Most of the teachers agree that the application is not only supportive and valuable for dyslexics, but it is also attractive, user friendly, and an interesting educational aid. The research finds that the implementation of multimedia elements and principles can encourage the children to learn mathematics and enhance their mathematical skills as well. <s> BIB006 </s> A PRELIMINARY SURVEY ON AUTOMATED SCREENING TOOLS TOWARDS LEARNING DISABILITIES <s> AUTOMATED SCREENING TOOLS FOR LEARNING DISABILITIES <s> A representative study of some of the most important intervention, assessment and diagnostic tools of the preschool education is presented. Additionally, a list of some of the most well known intervention and diagnostic tools that are used for the Greek preschoolers by specialist is examined briefly. The importance of their use and the domains that are examined by these tools are investigated thoroughly. <s> BIB007
Instead of using the conventional manual paper-based approach, an automation of computerizedbased screening tools lead to a better and more precise result, much more objective, time saving and reproducible  , BIB002 . In addition it is also the most crucial effort as an alternative approach with special learning method suggested by psychologist  . These approaches are part of alternatives not to totally heal them but to suggest an individualized learning strategy and an appropriate intervention due to avoid possible developmental and socio-emotional problems BIB007 . The results yield to the improvement of their language and mathematical skills, enhance their performance, increase motivation, bring new hope and open a wide new world for them. These methods can simulate the real life processes without prior knowledge of the exact relationship between their components. This interactive computerized program transfer, convert, emulate, imitate or reproduce human tacit decision making and reasoning capability process guided by thinking skills, judgemental experience, heuristic knowledge (rules of thumb), intuition and other associated factors. This program is stored in a suitable form, and can be recalled and inferred when necessary. In a much simpler word, it is a focus of concerned of getting computers to perform tasks that requires human intelligence (tacit knowledge) BIB004 . Whilst in the domain of learning disabilities, subsequently, there exist various kinds of screening tools or screening tests developed to cater learning disabilities based on the effect which varies from one person to another that give drawbacks on every aspects of life. Mostly designed screening tools are targeted to cater learning disabilities like dyslexia and autism. As for example, dyslexia screening tests are specifically developed to measure the probability of dyslexia by using limited information leading to reliable results without the administration and monitoring of experts BIB002 . Interactive and attractive multimedia approaches are one of the widely implemented approach for screening tools development specifically in educational domain. Multimedia can assist to enhance the accessibility of the learning environment since they have their own role in providing instructions. The justification lies back on the term itself where multimedia elements can attract users especially children with learning disabilities. The typography, supported by audio, video, and animation with appropriate colours, layout and metaphor can assist learning disabilities' sufferer. Whilst the hyperlink and navigation features postulate to a more interactive assessment process without the users realizing them. This is crucial since a better reliable result is achieved by a more natural behaviours shown during the assessment. As guided by learning disabilities guideline, the typography is based on the font, size and type. San serif is known as the most appropriate font styles due to a clear, straightforward and easy to read typefaces BIB005 . This leads to a better readability and reading accuracy BIB006 . The most common one is Arial, ComicSans, Verdana, Tahoma, Century Gothic, Trebuchet, and Helvetica. As for the size, the British Dyslexia Association and the Higher Education Academy have suggested a standardize size is between 12 to 14 points which is suitable for optimal reading BIB005 . The implementation of two words text in a screen are also beneficial for memory, recognition and recall. The combination and contrast of colour play an important role in designing and developing the screening tools for learning disabilities since they are very sensitive to brightness. This will impact on their vision where the words appear to swirl or blurt together. As recommended in Human Computer Interaction principle, the good and appropriate contrast should follow the rules of light-dark or dark-light concept (for example: yellow text, dark green background, or black text, white background). The use or green or red should also be avoided since these colours lead to distraction especially for colour blindness people. The arrangement of layout should also be highlighted, justified to the left with ragged right edges, whilst avoiding narrow columns like newspapers. The line should be in a proper range from 60 to 70 characters, have a start of sentence at the end, and spaced into dense paragraphs (space it out) with 1.5 point line spacing BIB005 . In addition, the use of bullet points or numbering is much preferable compared to continuous process  . As for the metaphor, it need to be related with the title, the objectives and existing experiences, leading to a more intuitive interactions and much easier to comprehend BIB003 . As summarized in Table 2 , interactive and attractive multimedia has been commonly implemented in designing and developing screening tools for special needs. Multimedia elements are applied in learning objects to support learning, enhance readiness, improve learnability, gain more understanding and indirectly improve motivation. In addition, the additional value of intervention (remedial measures) can help teachers or educators by proposing educational interventions (strategies, activities and environment), technical intervention (learning packages and voice printing programs) and medical intervention (drug-based theraphy and balanced diets) BIB006 . Leading towards "Education 4.0", the hybridization of technology is important whereby multimedia can be hybrid with virtual learning, augmented reality or game-based approach to improve teaching and learning strategies. The learning strategies or learning styles should be specifically organized based on the learning environment. However, there are some guidelines that need to be followed to ensure multimedia components are fully exploit namely on how learners learn and different types of learning that already exist. In addition, a meaningful evaluation of multimedia learning object in learning applications need to be integrated into the curriculum BIB001 . Multimedia has shown promising results in special needs field whereby the integration of multimedia elements such as text, graphic, animation, audio or sound and full motion video can be fully utilized as a focal point to attract participation and attention amongst users. Multisensory engagement can be achieved by using the animation which involves visual, auditory, kinesthetic and tactile. In addition, broken down the content into smaller steps are beneficial for performing short time task, leading to a better learning process  . As in artificial intelligence field, knowledge-based systems or expert systems have shown promising results in detecting, predicting and classifying learning disabilities. There are also another approaches used like artificial neural networks, agent-based, intelligent tutoring systems, game-based and many more. Table 2 . The summarization of screening tools in learning disabilities