Purpose Dyslexia poses significant challenges to digital reading, often resulting in increased cognitive load, reduced comprehension, and limited engagement with complex texts. While assistive technologies exist, many fail to dynamically adapt to user needs or address cognitive processing categories effectively. This study aimed to design and evaluate an AI-based cognitive load reduction (CLR) Tool to enhance digital reading accessibility, reduce perceived mental effort, and improve perceived comprehension for dyslexic learners and professionals. Design/methodology/approach Guided by cognitive load theory, the CLR Tool integrates: (1) summarisation and complexity scoring to reduce intrinsic load, (2) text-to-speech, translation, and sentiment analysis to reduce extraneous load and (3) keyword highlighting and note-taking to support germane load. The platform was built using React.js, Node.js, Firebase and OpenAI APIs. A mixed-methods evaluation was conducted with dyslexic and non-dyslexic participants through pre- and post-intervention surveys, usability testing and technical validation. Findings In a pilot mixed-methods evaluation, participants reported high usability and indicative benefits in perceived comprehension and reduced perceived strain when reading complex digital text. Outcomes were primarily captured via low-burden binary self-report items, supplemented by qualitative feedback and basic usage analytics. Findings provide preliminary support that a CLT-informed, integrated reading workflow may improve perceived comprehension and reduce perceived mental effort for dyslexic users. Originality/value The CLR Tool represents a scalable framework for inclusive, adaptive educational technologies that can extend benefits beyond the target population. Its originality lies in combining cognitive load theory with AI-enabled summarisation, complexity scoring, text-to-speech, translation, sentiment analysis, keyword highlighting and note-taking within a single integrated reading-support workflow.
Amjad et al. (Thu,) studied this question.