School inclusion: The role of gamification as an educational mechanism for students with disabilities

Abstract

The objective of this research was to analyze the role of gamification as an educational mechanism for students with disabilities. The research was characterized as an integrative literature review. Data were collected through searches in the Google Scholar and Scielo databases, using inclusion criteria, specific keywords, and search descriptors AND and OR. As a result, it was possible to verify that gamification emerges as a promising tool in the promotion of inclusive education, especially for students with disabilities, by offering an accessible and engaging educational approach. Implementing targeted games has been shown to increase student motivation and engagement, contributing to a personalized and inclusive education. However, its effectiveness is intrinsically linked to the quality of inclusive education provided by educational institutions, emphasizing the need for proper teacher training and a welcoming school environment. Despite the recognition of its potential, the paucity of studies on its application in inclusive special education highlights the need for further research and academic publications, underscoring the continued importance of developing inclusive and effective educational practices, especially in the use of gamification, to promote truly inclusive and transformative education.