Effectiveness of gamification and game-based learning in Spanish adolescents with dyslexia: A longitudinal quasi-experimental research

José M Rodríguez-Ferrer; Ana Manzano-León; José Manuel Aguilar-Parra; Adolfo Cangas

doi:10.1016/j.ridd.2023.104603

Effectiveness of gamification and game-based learning in Spanish adolescents with dyslexia: A longitudinal quasi-experimental research

Res Dev Disabil. 2023 Oct:141:104603. doi: 10.1016/j.ridd.2023.104603. Epub 2023 Sep 21.

Authors

José M Rodríguez-Ferrer¹, Ana Manzano-León², José Manuel Aguilar-Parra³, Adolfo Cangas³

Affiliations

¹ Health Research Centre, Department of Psychology, University of Almería, Almería, Spain; Universidad Isabel I, www.ui1.es, España.
² Health Research Centre, Department of Psychology, University of Almería, Almería, Spain. Electronic address: aml570@ual.es.
³ Health Research Centre, Department of Psychology, University of Almería, Almería, Spain.

PMID: 37741200
DOI: 10.1016/j.ridd.2023.104603

Abstract

Background: Gamification and game-based learning can provide motivating learning opportunities. The scientific literature suggests that these play strategies could be supportive tools for the learning of students with diagnosed dyslexia.

Aims: This study compares the effectiveness of an educational gamification and game-based learning (GBL) methodology versus a transmissive methodology for the improvement of reading processes and academic performance in the subject of Spanish Language and Literature in Spanish high school students with dyslexia.

Methods and procedures: Longitudinal quasi-experimental research was conducted with control and experimental groups. Ninety students with a mean age of 14.22 years (SD = 0.95) participated in the study. The assessment instruments used were the PROLEC-SE reading process assessment battery and academic performance through subject grades. The intervention with the experimental group consisted of gamification and GBL of 15 one-hour sessions in which students' oral and written skills were worked with playful learning strategies.

Outcomes and results: The results indicate that the experimental group had statistically significant improvement in their reading skills (η²_g = 0.616) and academic performance, albeit less in pseudoword speed, compared to the control group (η²_g = 0.197).

Conclusion and implications: The study highlights the usefulness of gamification and GBL as practical tools for meaningful learning in students with dyslexia.

Keywords: Dyslexia; Game-Based Learning; Gamification; High school; Reading assessment.