Abstract This systematic review synthesizes the empirical research on assistive technologies for dyslexia, with a special focus on Human–Computer Interaction (HCI) methods, device form factors (such as desktop, mobile, tangible and virtual reality interfaces) and emotional design elements embedded within these tools. Following PRISMA 2020 guidelines, 20 peer‐reviewed empirical studies published between 2010 and 2020 were selected through structured database searches and rigorous screening procedures. Key data were extracted about study settings, technological platforms, HCI evaluation strategies, user outcomes and the incorporation of emotional design. The findings reveal that PC and mobile platforms overwhelmingly dominate, constituting 90% of all reviewed interventions, while only 10% utilize either virtual reality (VR) or tangible user interfaces (TUI). While user‐centered design (UCD) is frequently cited as an approach, formal heuristic evaluations are notably under‐reported. Emotional design features were present in only 20% of the studies, signalling an opportunity for further development. The review underscores the necessity for aligning platform choices with both the cognitive and affective needs of users. This approach recommends employing dual‐evaluation strategies to guarantee both technical accuracy and user accessibility. An agenda is proposed for future research, linking HCI principles, device form factors and emotional engagement to optimize outcomes in dyslexia support technology.
Bello et al. (Fri,) studied this question.