What does this research mean for the field?

Game-based learning (GBL) has potential benefits for K-12 students with dyslexia, but the current evidence is insufficient to draw definitive conclusions. Novelty: ClaimNovelty.SYNTHESIS. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

This review aims to evaluate the effectiveness of game-based learning (GBL) in assisting K-12 students with dyslexia.

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March 3, 2026

Advancing inclusive education: a systematic review of game-based learning for K-12 students with dyslexia.

Key Points

This review aims to evaluate the effectiveness of game-based learning (GBL) in assisting K-12 students with dyslexia.
Conducted a systematic review of existing literature on game-based learning for dyslexic students.
Analyzed various educational games and their impacts on learning outcomes.
Identified gaps in the current evidence base regarding GBL effectiveness.
Found that while GBL shows promise, the overall evidence is still limited.
Highlighted the need for better-designed learning materials tailored for dyslexic students.
Provided recommendations for teachers and curriculum designers to enhance game-based learning approaches.

Abstract

While GBL shows potential in supporting students with dyslexia, the existing evidence base is still insufficient and requires further investigation. The results provide insights for teachers and curriculum designers to develop more appropriate learning materials for K-12 students with dyslexia.

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Advancing inclusive education: a systematic review of game-based learning for K-12 students with dyslexia.

Key Points

Abstract

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