Disability and rehabilitation. Assistive technology · 2026
Advancing inclusive education: a systematic review of game-based learning for K-12 students with dyslexia.
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Wang Jiawei, Ji Shaorong
Аннотация
BACKGROUND: Game-based learning (GBL) has attracted increasing scholarly attention due to its potential to enhance learner engagement and enrich conventional educational experiences. As an innovative form of educational technology, GBL has been widely applied in STEM and other disciplines, with many studies reporting positive outcomes. However, students with dyslexia often experience difficulties in accurate and fluent word recognition and spelling, making conventional learning materials insufficient. This highlights the need for innovative teaching models in special education.
METHODS: This study systematically reviewed empirical articles published between 2019 and 2024 on GBL in K-12 education for students with dyslexia. The review analyzed publication trends, educational levels, sample sizes, intervention duration, and research types and identified research gaps.
RESULTS: The findings indicate that although various GBL approaches demonstrate advantages for students with dyslexia, most studies focus on primary education, use small samples, and apply short-term interventions. Overall, research in this area remains relatively limited.
DISCUSSION: While GBL shows potential in supporting students with dyslexia, the existing evidence base is still insufficient and requires further investigation. The results provide insights for teachers and curriculum designers to develop more appropriate learning materials for K-12 students with dyslexia.
METHODS: This study systematically reviewed empirical articles published between 2019 and 2024 on GBL in K-12 education for students with dyslexia. The review analyzed publication trends, educational levels, sample sizes, intervention duration, and research types and identified research gaps.
RESULTS: The findings indicate that although various GBL approaches demonstrate advantages for students with dyslexia, most studies focus on primary education, use small samples, and apply short-term interventions. Overall, research in this area remains relatively limited.
DISCUSSION: While GBL shows potential in supporting students with dyslexia, the existing evidence base is still insufficient and requires further investigation. The results provide insights for teachers and curriculum designers to develop more appropriate learning materials for K-12 students with dyslexia.