Impact of Game-Based Cognitive Remediation on Working Memory and Neurovisual Perception in Dyslexic Children: A Study within the Moroccan Context

Developmental dyslexia is frequently associated with deficits in working memory, visual perception, and attentional processes, which substantially interfere with reading acquisition and academic achievement. In recent years, game based cognitive remediation has emerged as a promising intervention for enhancing cognitive functioning in children with neurodevelopmental disorders. The present study aimed to investigate the effects of a structured game based cognitive remediation program on working memory, neurovisual perception, visuospatial abilities, and visual attention in Moroccan children with developmental dyslexia.Fifteen children diagnosed with developmental dyslexia (mean age = 8.47 0.52 years) participated in a structured program of game based cognitive stimulation. Neuropsychological assessments were conducted before and after the intervention and included the Working Memory Index (WMI; WISC V), the Rey–Osterrieth Complex Figure Test, the Visuospatial Index and Processing Speed Index (VSI; WISC V), and the Bells Test for visual attention. Pre and post intervention performances were compared using Wilcoxon signed rank tests for paired samples.Significant improvements were observed across all assessed cognitive domains. Visual memory increased from 34.8 6.35 to 37.8 7.78 (W = 1.00, p = 0.001). Working memory improved from 89.8 16.39 to 95.1 15.20 (W = 2.00, p = 0.002). Visuospatial abilities and processing speed increased from 78.7 11.20 to 80.3 11.22 (W = 0.00, p = 0.003). Visual attention (Bells Test) improved from 28.7 1.84 to 29.7 1.91 (W = 0.00, p = 0.005).These findings indicate that game based cognitive remediation can effectively enhance working memory, neurovisual perception, visuospatial processing, and attentional control in children with developmental dyslexia. This approach represents a promising and engaging method for improving cognitive functioning and learning outcomes, particularly within the Moroccan educational context.