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Designing serious games (SG) for children with a cognitive disorder like dyslexia presents some challenges. Indeed, understanding the needs of target users can provide guidelines for creating digital learning environments that attract their interest and meet their special needs. However, little interest is given to the contribution of dyslexic children and stakeholders to the design process. In this study, we applied a traceable human experiment design research to evaluate devices in a research context by integrating a user-centered design approach. Here, we present the first iteration of the research cycle. Using exploratory qualitative methodology, we discuss how participatory design can significantly contribute to the design of SG in the dyslexic education. Our protocol includes 15 primary dyslexic children (ages 8–12) and 3 speech therapists, designers, and researchers. Involving children with special educational needs as partners in the design process provided new insight into the role children play in participatory design, despite their learning difficulties. Results seem to indicate that designing a SG to support dyslexic children in improving their reading skills may require the involvement of speech therapists and game designers. [ABSTRACT FROM AUTHOR]