The more you can ground what you're teaching in real world terms, the easier it is to teach. And in the moments where it does deviate from real world conditions, that's where it becomes harder to learn, since now you have to remember exceptions in behaviour compared to what you already know.
Having computers imitate real world items is useful, because it provides a reference to other things rather than just being its own unique thing. This is useful even if you have never actually used it outside of a computer setting. A stereotypical telephone receiver icon almost always means 'call', even if you've never used a landline phone (much less one that's shaped like that icon usually is). Nobody has ever used a real-world hamburger menu, yet it's described in skeumorphic terms, since it's easier to explain and relate to.
Skeuomorphic UIs absolutely have a place in things like games and tutorials for the youngest of children (like 5-6 yr olds, max), but past that, I honestly think labelling, a UI with feedback after significant inputs (like sounds, button states being extremely distinct, animations, etc), and not overcrowding the UI with too many controls and jargon will all go much further than skeuomorphism.
Screw the dyslexic and colourblind, I guess.
> using descriptive naming in buttons and having self-documenting labels.
Screw the non(-native)-English speaking in this case.
And even in the case that you're a native speaker, this is really hard to do well. You should try. Most fail.
I agree you should do these things, and many of your other suggestions (within reason) if only to give your users a better chance at understanding your software, but they cannot replace a solid grounding in the real world. We should have both.
What's clearer? [Call] or [(telephone receiver emoji) Call]?
You can also use checkmark/cross icons for success/failure. And What does this have to do with dyslexia?
> What's clearer? [Call] or [(telephone receiver emoji) Call]?
We’re arguing about flat vs. skeuomorphic design, so more like:
What's clearer? [(simple phone icon) Call] or [(photorealistic drawing of a telephone receiver) Call]?
Your comment on typography.
> What's clearer? [(simple phone icon) Call] or [(photorealistic drawing of a telephone receiver) Call]?
The latter.
That wasn’t my comment, and GP was presumably referring to things like headings being larger, not some subtle differences that dyslexic people would miss.
> The latter.
Why?
Sorry about that.
> and GP was presumably referring to things like headings being larger, not some subtle differences that dyslexic people would miss.
I was imagining bold or italics, both of which are easily missed by people who are dyslectic, or using different type faces, which can trip them up. Headings can help, if the text and spacing is suitably big, but I'm not sure what situations that can help much with in typical usage. I'm having a hard time thinking of examples where I would do that beyond what's already common.
> Why?
Easier to recognise as what it's supposed to be and easier to distinguish from other icons. More distinct traits in icons help you recognise something for what it is more quickly.