Adaptative Serious Game as a Support Tool for Children with Reading and Writing Difficulties

Villanueva Paz M.R.; Quintana Cruz H.A. · Proceedings - IEEE CHILEAN Conference on Electrical, Electronics Engineering, Information and Communication Technologies, ChileCon (2025) · DOI: 10.1109/chilecon66915.2025.11476149

Resumen

Learning disabilities affect fundamental psychological processes related to language comprehension and usage, resulting in significant reading and writing difficulties. Additionally, conventional methods have become outdated and unengaging for many individuals experiencing these challenges. For this reason, the present study assesses the effectiveness of a game designed with Dynamic Difficulty Adjustment (DDA) as a supportive tool for children with learning disabilities in their reading and writing processes. A group of children aged 7 to 12 with reading difficulties participated in a two-week intervention. Their reading skills were assessed using the Prolec-R battery before and after the intervention. Results indicated significant improvements in word reading, pseudoword reading, discrimination between identical and different words, and error detection. Additionally, usability results demonstrated the game’s ease of use and participants' high level of acceptance. These findings underscore the potential of adaptive serious games as complementary tools in the psycho-pedagogical treatment of learning disabilities.

Instituciones: Universidad de Lima