The present study was conducted with the aim of investigating the effect of gamification on the visual perception of dysgraphia students in the first grade of elementary school .The present study was carried out with a single subject research design, which was recorded in the baseline (A1, A2), intervention (B1, B2, B3) and follow-up stages using the chart analysis method, RCT change index and clinical significance using The recovery percentage formula in which three 7 to 8-year-old fmale students with dysgraphia participated. Data was analysis using graph analysis method, reliable change index and clinical significance were used using the recovery percentage formula. After identifying the effective components in game design for the audience group, the digital game was produced and implemented based on it. The findings showed that gamification has an effect on improving the subjects' visual perception and all three students were able to identify and write Persian signs independently after participating in the project. Therefore, it can be concluded that gamification as a new tool by combining images, sound and interactive activities in the game environment of the subject, created and maintained concentration and learning and continuity of signs compared to the traditional teaching model and it can be It is useful in fixing and learning Persian signs better in dysgraphia students.