The concept of gamification-based learning has attracted much attention in the field of education over the past few years because it has the potential to revolutionize the traditional educational experience of learners by making it more engaging. Gamification has been widely tested and developed in STEM education and other disciplines with promising results. It is worth noting that students with dyslexia often have difficulty recognizing words accurately or fluently and have poor spelling skills. This means that their needs in the learning process cannot be met by conventional learning materials. Therefore, this study explored the current status of gamification in education with students with dyslexia as the subjects. Through a systematic review of articles published between 2018 and 2023, this study examined the development of the field over the past five years, the gamification elements involved, and the impact on students with dyslexia at different educational stages. The results show that there is relatively limited research on gamification-based assistance for students with dyslexia. This finding may guide teachers and curriculum designers to try to develop more gamification-based learning models in the future to better meet the needs of students with dyslexia in the learning process.

Authors:
Jiawei Wang, Universiti Sains Malaysia, Malaysia
Shaorong Ji, Universiti Sains Malaysia, Malaysia

About the Presenter(s)
Jiawei Wang is now a Ph.D. candidate at the Centre of Instructional Technology and Multimedia, Universiti Sains Malaysia. His areas of expertise are visual communication design, visual arts, instructional design, and higher education.

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