Designing Gamified Learning Interfaces for Dyslexic Students in Malaysian Primary Schools: A Conceptual Framework

This study proposes a comprehensive conceptual framework to guide the design of gamified learning interfaces that support the unique cognitive and contextual needs of dyslexic students in Malaysian primary schools. Grounded in study across inclusive education, assistive technology, and culturally responsive pedagogy, the framework emphasizes cognitive accessibility, learner motivation, and socio-cultural relevance. It considers Malaysia’s socio-economic stratification, encompassing the B40, M40, T20, and T5 categories, along with the enduring digital gap between urban and rural populations. These factors are considered to ensure that design strategies remain equitable, inclusive, and suitable for large-scale implementation. Informed by an exploratory literatures and synthesis of recent studies, including advancements in mobile literacy tools and intelligent reading systems, the framework addresses current gaps in educational technology for dyslexic students. A set of six interrelated pillars of practical design is also presented to guide future prototyping, collaborative design efforts, and usability testing in real classroom settings.