Unobtrusive monitoring of learners’ game interactions to identify their dyslexia level

Several research studies have highlighted that the traditional method of identifying dyslexia within learners is time consuming, expensive and might not be effective as some people acquired the skills to hide their disability. Particularly, no tool or method was reported in the Arab region (22 countries) that could help identify dyslexia within Arab learners. Therefore, this paper presents a developed and validated educational game to implicitly identify the level of dyslexia within learners based on their game play traces. The game was played by twenty-six children within a private school for special education with the supervision of experts from a private center for learners with disabilities. The obtained results showed that the accuracy level of identifying learners with dyslexia with the use of the game is high. Additionally, the experts reported a favorable perception and high technology acceptance degree towards the game. The findings of this research could enhance the educational technology field by providing an educational game design for implicit identification of dyslexia level.