-  Real-time and reduction in loneliness.
-  Active contribution and increase in engagement.
- Both groups like the fast responding time.
   - Resulted in the students being more responsive themselves and focused on the discussion.
- Both groups found text chat easy to use for discussion and understand the topic being discussed.

Rutgers University

- Both Students with Dyslexia and Students without Dyslexia
   - Synchronous discussion with fast response
   - Unorganized discussion content
- Students without Dyslexia
   - Discussion context unrelated to learning
- Students with Dyslexia
   - Troublesome text-based discussion

Text Chat Findings for Dyslexia-Friendly Collaborative Online Learning Environments from Malaysia

Pang, L., Jen, C.C. Inclusive dyslexia-friendly collaborative online learning environment: Malaysia case study. Educ Inf Technol 23, 1023–1042 (2018). https://doi.org/10.1007/s10639-017-9652-8

Reference: Inclusive Dyslexia-Friendly Collaborative Online Learning Environment: Malaysia Case Study

- Students with dyslexia described the method of text chat as unorganized.
- All discussion is in one chat which includes sub-topics.
   - Students with dyslexia struggled with this problem.
- Both groups had to scroll up and down to read the discussion.
   - Limits chatting.
   - Difficulty to go back to a previous comment.
   - Hard to follow.

Text Chat: Unorganized Discussion Content for Students with and without Dyslexia

- A platform for social discussion.
   - Ex: personal conversations, jokes, emojis.
- Unsuitable for learning reasons but is engaging and brings students together.
   - Social is beneficial to maintain interactions.
- The researchers suggest that students be given guiding questions to prevent them from diverging from the topic.

Text Chat: Discussion Context is Unrelated to Learning for Students without Dyslexia

- Struggled with unorganized content.
- Difficulties in reading and typing in the text chat.
- Left out of the group discussion.
   - Difficulty in giving fast responses to other students.
   - Difficulty in following the discussion.
- Concerned with spelling and writing.

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