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An Approach to Accessible Serious Games for People with Dyslexia

Author

Listed:
  • Angel Jaramillo-Alcázar

    (Facultad de Ingeniería y Ciencias Aplicadas, Universidad de Las Américas, Quito 170125, Ecuador)

  • Eduardo Venegas

    (Facultad de Ingeniería y Ciencias Aplicadas, Universidad de Las Américas, Quito 170125, Ecuador)

  • Santiago Criollo-C

    (Facultad de Ingeniería y Ciencias Aplicadas, Universidad de Las Américas, Quito 170125, Ecuador)

  • Sergio Luján-Mora

    (Department of Software and Computing Systems, University of Alicante, 03690 Alicante, Spain)

Abstract

Dyslexia is a cognitive disorder that affects the evolutionary ability to read, write, and speak in people, affecting the correct learning of a large percentage of the population worldwide. In fact, incorrect learning is caused because the educational system does not take into consideration the accessibility parameters that people with dyslexia need to maintain a sustainable educational level equal to others. Moreover, the use of mobile devices, such as smartphones and tablets, has been deployed in education programs, offering many benefits; however, the lack of accessibility of those devices creates new barriers to students with dyslexia that hinder their education. With the aim of reducing these barriers, this paper presents an approach to the development of accessible serious games games for children with dyslexia. As a case study, a serious game based on a previously proposed serious game development method and a new set of accessibility guidelines for people with dyslexia is presented. The main purpose of the serious video game is to improve the treatment of dyslexia, through the collection of data obtained from two puzzles designed to train certain cognitive areas that affect this disability. This article has a double contribution: on the one hand, the guidelines and the method that can help video game developers and therapists to develop accessible serious games for people with dyslexia and, on the other hand, the two specific serious games that can be used by therapists, family members and people with dyslexia themselves.

Suggested Citation

  • Angel Jaramillo-Alcázar & Eduardo Venegas & Santiago Criollo-C & Sergio Luján-Mora, 2021. "An Approach to Accessible Serious Games for People with Dyslexia," Sustainability, MDPI, vol. 13(5), pages 1-17, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2507-:d:506171
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    References listed on IDEAS

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    1. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    2. Angel Jaramillo-Alcázar & Paz Cortez-Silva & Marco Galarza-Castillo & Sergio Luján-Mora, 2020. "A Method to Develop Accessible Online Serious Games for People with Disabilities: A Case Study," Sustainability, MDPI, vol. 12(22), pages 1-22, November.
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    Citations

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    Cited by:

    1. Vicky-Lauren Bekoum Essokolo & Elisabeth Robinot, 2022. "«Let’s Go Deep into the Game to Save Our Planet!» How an Immersive and Educational Video Game Reduces Psychological Distance and Raises Awareness," Sustainability, MDPI, vol. 14(10), pages 1-24, May.
    2. Santiago Criollo-C & Jaime Govea & Washington Játiva & Jose Pierrottet & Andrea Guerrero-Arias & Ángel Jaramillo-Alcázar & Sergio Luján-Mora, 2023. "Towards the Integration of Emerging Technologies as Support for the Teaching and Learning Model in Higher Education," Sustainability, MDPI, vol. 15(7), pages 1-17, March.

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