## 5 Results  
At present, the interviews of dyslexic students have been carried out and the questionnaire has been created and released online. The following tables report the three groups of questions that will be passed as input to BESPECIALBESPECIAL, that is, those concerning the issues of dyslexic students (Table 2) and those concerning the tools (Table 3) and the strategies (Table 4) considered helpful. Note that they are derived directly from the information gathered through the interviews and that they will be presented to the users in the form shown in Figure 7. To date, more than 800 answers to the questionnaire in Italian have been collected. An analogous collection will be made in other languages, namely, Spanish, English, French, Portuguese, Greek and Dutch, since the partners of the VRAIlexia project are from countries where these languages are spoken. An extension to further languages will be evaluated after the end of the project. Initially, the data will be considered separately for each language. It has been shown, indeed, that the issues related to dyslexia can change considerably from a language to another [87]. Nevertheless, possible analogies will be investigated. In addition to the answers to the questionnaire, a large number of clinical reports has been collected and OCR has been applied to each, in order to extract useful data for the AI module. By analyzing the reports, however, it was realized that, unfortunately, only a few contain the necessary information about the issues and needs of people affected by dyslexia. The vast majority are limited to a coarse division into wide categories like \"impairment in writing\" or \"impairment in reading\", etc., or even to a simple statement about the presence or the absence of the disorder. Thus, it was decided to only use report information to: (i) verify automatically if a subject is affected by dyslexia and, therefore, if their answers to the questionnaire can be inserted in the AI training; (ii) make an initial sketch of the categories in which AI will group dyslexic people together to provide them ad hoc supporting material. These categories will then be refined by using the data from the questionnaire and, later, also from the psychometric tests. \begin{table}
\begin{tabular}{c c c c c c} \hline \hline
**VR Approach** & **Devices Needed** & **Targeted Users** & **Aim** & **Pros** & **Cons** \\ \hline DVR & Smartphone + & & & & \\ Cardboard headset & Dyslexic Students & Psychometric tests & Accessible hardware & Lack of \\  & & & delivering & Low cost devices & immersivity \\ \hline IVR & VR specific headset & Dyslexic and non & & & \\  & & dyslexic students & & & \\  & & & & & required \\  & & Teachers & Creation of an emphatic & Improved capability of & \\  & & & experience of dyslexia & data collection & Expensive devices \\ \hline \hline \end{tabular}
\end{table} 
Table 1: Use of the two VR approaches (DVR and IVR) within BESPECIAL. \begin{table}
\begin{tabular}{c c c} \hline \hline
**Are One or More of These Strategies Useful to Support You with Dyslexia Related Issues?** \\ \hline Someone that reads the study material & Repeating studied material & Study groups \\ \hline \multirow{2}{*}{Tutor} & Participating or creating students’ associations to exchange information & On-line lessons availability \\ \hline Pauses during lessons & Lessons slides availability & Recording lessons \\ \hline Early availability of courses programme & Dividing exams in multiple shorter modules & Only written exams \\ \hline Only oral exams & & \\ \hline \hline \end{tabular}
\end{table} 
Table 4: List of the questions about the most useful supporting strategies for dyslexic students, asked within the BESPECIAL questionnaire.