Supporting dyslexic learners in computational thinking through a serious game with text-to-speech

Several studies show that visual programming environments and serious games can support the development of computational thinking by offering more concrete problem-solving situations. Nevertheless, accessibility remains a challenge in these digital tools. For example, heavy text instructions can create barriers for those with learning difficulties, particularly those with dyslexia, as they may spend more time decoding instructions than engaging and solving the task itself. Hence, designing inclusive digital learning tools is important to ensure accessibility. This study explores how learners with and without dyslexia engage with a text-to-speech feature integrated into a block-based serious game designed to develop computational thinking skills. These skills were measured using selected tasks from the Competent Computational Thinking Test, which students completed individually before and after playing the game. At the end, participants completed a questionnaire about their experience with the game and the utility of the text-to-speech feature in the game. Results show a significant improvement in computational thinking after gameplay. Participants with dyslexia showed greater progress, and those who reported that audio support helped them understand what they had to do in the task achieved higher learning gains.