Developing a Dyscalculia Identification Game Using The Rapid Game Development (RGD) Model

Abstract

Dyscalculia, a common learning difficulty impacting arithmetic comprehension, poses challenges across diverse intelligence levels. Often misconstrued as a lack of intelligence or effort in mathematics, dyscalculia's accurate identification remains elusive. This study focuses on developing a 3D digital game incorporating basic arithmetic instruments for dyscalculia identification. Leveraging the Rapid Game Development (RGD) method and Unity Game Engine, the game integrates interactive features to assess arithmetic skills. Through standardized assessments and game participation, children both with and without dyscalculia were evaluated, revealing a significant correlation between the game and standard assessments. This innovative, interactive game holds promise for early dyscalculia detection and intervention, enhancing educators' and professionals' capacity to address this learning difficulty effectively. Future research should validate its efficacy across varied populations and explore its integration into educational settings. In conclusion, this study presents a compelling tool in the form of a 3D digital game utilizing basic arithmetic instruments, fostering timely support and improved outcomes in dyscalculia identification and intervention.