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

Abstract

BackgroundGamification 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. AimsThis 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 ProceduresLongitudinal 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 ResultsThe results indicate that the experimental group had statistically significant improvement in their reading skills (η2g = 0.616) and academic performance, albeit less in pseudoword speed, compared to the control group (η2g = 0.197). Conclusion and ImplicationsThe study highlights the usefulness of gamification and GBL as practical tools for meaningful learning in students with dyslexia.