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This paper presents the development and testing process of a gamified storytelling tool aimed to support students with dyslexia. Motivation, engagement and learning were the domains measured from the students and teachers’ perspectives, considering their feedback gathered with scales and opened interviews. Interviews were registered in audio after testing of the prototype, transcribed and analysed using the content analysis technique, and scales were also applied after testing. The design process of the gamified prototype is presented, highlighting its framework, design principles and game strategies. The main findings show that the game design elements applied to the prototype contributed to the motivation and engagement of the students and also provide indications of learning outcomes.

Mecânica de jogo em narrativa para apoio de alunos com dislexia: percepções de discentes e docentes