Sarra Ayouni, Raneem Alkhonain, Lamya Alosaimi, Abeer Alghanem and Sadeem Ababtain, Princess Nourah bint Abdulrahman University, Saudi Arabia

Dyslexia is one of the most common learning disabilities. It affects children worldwide and impacts their reading fluency, spelling accuracy, and comprehension. Arabic-speaking children with dyslexia face significant challenges due to the linguistic complexity of the Arabic language, including diacritics, connected letter forms, and right-to-left script orientation. Despite increasing global attention toward assistive educational technologies, Arabic-focused digital solutions remain limited. In this paper, we propose a gamified educational mobile application designed to support Arabic-speaking children with dyslexia by providing structured practice in reading and spelling through engaging and interactive games. The application integrates evidence-based dyslexia strategies, speech-to-text (ASR) technology for pronunciation evaluation, and progress-tracking tools accessible to parents and experts. It also enables communication between parents and specialists, in addition to providing supportive guidance through an AI-based assistant. Through questionnaires and empirical interviews with four domain experts and parents, we validated the system's framework. The findings demonstrate that integrating structured gamification with specialized metrics—tracking mastery levels, completion times, and individual attempts—significantly enhances learning engagement and addresses core literacy needs. Our proposed system aims to bridge the gap in Arabic dyslexia resources by offering an inclusive, enjoyable, and effective digital learning experience.

Arabic Language, Assistive Technology, Child Engagement, Dyslexia, Educational Games, Gam- Ification, Learning Difficulties, Reading Skills, Speech Recognition, Spelling Skills.