Gamified Coding Platforms for Dyslexic Learners: Enhancing Accessibility and Engagement Through Inclusive Design

@article{1711327,
      author = {Shaziya Mujahid, Sumaiya Sultana},
      title = {Gamified Coding Platforms for Dyslexic Learners: Enhancing Accessibility and Engagement Through Inclusive Design},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {9},
      number = {4},
      pages = {951-954},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1711327.pdf},
      abstract = {Dyslexia presents significant challenges in text- heavy learning environments, particularly in computer programming where symbol recognition and syntax precision are critical. Traditional coding education often lacks the inclusive features necessary to support learners with dyslexia, resulting in reduced engagement and achievement gaps. This paper explores the development of a gamified coding platform designed specifically for dyslexic learners. The proposed system, CodeMaze, integrates dyslexia-friendly fonts, simplified visual interfaces, audio narration, and block-based programming to reduce cognitive load. Learners progress through puzzles and missions that gradually transition from visual block commands to textual code. An experimental study with secondary-level students demonstrates that CodeMaze increased engagement time by 30%, reduced syntax-related errors by 40%, and improved learner confidence compared to conventional block- based tools. Findings suggest that gamification combined with inclusive design principles significantly enhances coding education for dyslexic learners. Future directions include adaptive learning pathways, collaborative game mechanics, and mobile-first deployment to increase accessibility.},
      month = {October},
  }