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This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. 49) = 114.096, p =.000) in reading comprehension, leading to the rejection of both null hypotheses At read academy, learning should be engaging, fun, and rewarding for all students, especially those with dyslexia
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Based on our exploration of how gamification can be used by students with dyslexia, we argue that the potential benefits may extend beyond this population to students with other types of sen, who may face different challenges than those diagnosed with dyslexia. Results indicated a statistically significant effect of gamification on students’ motivation (f(1,49) = 89.054, p =.000) and retention (f(1 Gamifying dyslexia involves integrating elements of game design into educational content to make learning more engaging and effective
This process entails using game mechanics such as levels, points, and rewards to motivate children and encourage them to engage with the content.
Gamification isn’t just about fun By engaging the brain’s reward systems and cognitive functions, it can profoundly impact how we learn, focus, and connect. The effect of gamification in students with dyslexia may not be limited to motivation To support this notion, a recent study has proposed action video games as means to help children with dyslexia to read faster and more efficiently.
This study examines how gamification aspects of lexipal, a learning programme designed for dyslexic students, stimulate students' intrinsic and extrinsic learning motivation.
