Zhuoqi Liu’s Portfolio

Three perspectives changed the brief

I interviewed an adult with dyslexia, a child with dyslexia, and the child’s mother. I also conducted an oral survey at a primary school in Hangzhou, where children and parents answered together.

“I hope that parents will create an environment in which their children can build up their self-confidence.”
Adult with dyslexia, 22

“I keep asking myself why others can remember words at a glance, but I have to memorize them forty or fifty times.”
Child with dyslexia, 11

“I can understand him, but others can’t. As parents, we can only try our best to protect him.”
The child’s mother, 43

I chose these perspectives to explore reading difficulty, confidence, and the support surrounding a child. I used them to frame two directions: immediate help during reading and activities for practice and confidence building.

A pupil reading a Chinese language textbook aloud, face blurred, with classmates working at their desks behind. — The oral survey took place at a primary school in Hangzhou.

A seated pupil in a red scarf, face blurred, with another person’s hand raised in front of the camera. — The oral survey took place at a primary school in Hangzhou.

Assisting the page, not replacing it

I chose AR to explore support on the physical reading surface. A separate app would move the text away from the book; an overlay could add assistance while keeping the page in place.

The Reading and Focus mockups show two ways of adding support to the page. I used English demonstration text because the project was prepared for overseas graduate-school applications.

A Reading Mode mockup over a picture book spread, with two panels of widely spaced text, colored word groups, three-dimensional objects, and a toolbar. — Reading Mode explores wider spacing and color-coded word groups within a page overlay.

A Focus Mode mockup showing a sentence on a pale panel, with the background blurred and a word underlined beside an explanation marker. — Focus Mode isolates a sentence and marks selected text for an explanation.

Where the concept outgrew the evidence

In hindsight, I spread the concept too far. The information architecture grew to four modes and 18 proposed features, and I stopped short of a version a child could try.

A mind map with dyslexia at the center, divided into emotional support, assistive reading, and ability training, with ideas grouped around each area. — The mind map groups three areas of support; the information architecture expands them into four modes and 18 proposed features.

An information architecture diagram with four modes (Reading, Focus, Training, and Interest) containing 18 proposed features in total. — The mind map groups three areas of support; the information architecture expands them into four modes and 18 proposed features.

I did not test the concept with children or validate AR hardware feasibility. If I revisited the project, I would develop and test Reading and Focus first, using a smaller set of functions to assess the basic reading task.

Training and Interest Modes

Training and Interest extended the concept into activities and learning beyond the reading page. These additional mockups document the broader scope.

A Training Mode mockup showing a five-by-five number grid over a tabletop, with a start button and a timer. — Training Mode proposes a timed number-grid activity.

An Interest Mode mockup in a library aisle, with an Astronomy Experience Area label, a distance marker, and forward arrows. — Interest Mode proposes navigation to a library learning area.

Lumitex

Three perspectives changed the brief

Assisting the page, not replacing it

Where the concept outgrew the evidence

Credits