Criteria for the Dyslexic Games: A Systematic Literature Review

Abstract

The advancement of technology has witnessed the increasing use of game-based intervention and it is proven beneficial for people with specific learning disorder such as Dyslexia. Initially developed for entertainment, a game is generally considered a tool with the key features of challenge, motivation, and rewards which add more fun and excitement to Dyslexia teaching and learning. Many game applications have been developed in the area; each incorporates several criteria to meet the specific needs of the dyslexics. To date, these criteria are still dispersed in numerous publications, leading to the duplication of basic games that have previously been developed by others. This study aimed to identify the dispersed criteria by adopting PRISMA approach in the systematic literature review, and analyze them to formulate a comprehensive guideline for future design and development of the dyslexic games. Five main databases were chosen which are Scopus, ACM Digital Library, EBSCO-host, Wiley and Web of Science (WOS). Out of 551 articles that have been screened, only 50 articles were eligible to be analyzed based on the relevancy to the criteria, and only 23 articles were included in the study after further screening. A total of 135 criteria were identified with some redundancies, and were further classified into four categories: device and platform; features; interface and gameplay. These criteria can be utilized by the educational game developers as reference when designing the dyslexic games. A better dyslexic-friendly games could be produced when the developers design it with their special learning needs in mind.