Application of the Game Development Life Cycle (GDLC) Model in Design and Development of Educational Games for Dyslexic Children
Abstract
Dyslexia is a type of Specific Learning Disorder that causes letter recognition and reading difficulties. In Indonesia, the prevalence of Dyslexia ranges from 3-10%, predominantly affecting school-aged children. Early intervention is crucial for Dyslexic children, as the academic demands increase with each school level. With the rapid advancement of technology, the author has been motivated to develop an intervention application for Dyslexic children aged 6-8 years in the form of an educational game. This educational game is developed using the Game Development Life Cycle (GDLC) model, ensuring that each stage of development complies with specified requirements and meets quality standards. The game also incorporates the Gillingham-Stillman multisensory learning method, which helps Dyslexic children learn letter recognition, reading, and writing from the basics. It employs visual, auditory, and tactile sensory input across four main features: letter recognition, reading, writing, and a quiz, which integrates the learning elements from the previous features. In addition to the Gillingham-Stillman method, the game includes a Character Recognition technology that matches the child’s handwriting input with predefined templates. The game undergoes testing using two methods: Black Box Testing and Usability Testing. The results indicate that applying the GDLC model successfully produces a high-quality educational game tailored to the needs of Dyslexic children. This is supported by Black Box Testing, which confirms that all functional features operate correctly, and Usability Testing which yields an average score of 86.2%.
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