ABSTRACT Although the potential of gamified learning to enhance student engagement and emotional regulation has received increasing attention, research addressing the needs of neurodivergent English language learners, including those with Attention‐Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) remains limited. This study addresses this gap by investigating the impact of gamified electronic learning on both engagement and emotional regulation within a digital classroom context among neurodivergent English language learners. Employing a mixed‐methods design, this study involved 60 middle school students who were randomly assigned to either an experimental group ( n = 30) utilizing a gamified learning platform, or a control group ( n = 30) receiving instruction through traditional methods. Data collection involved assessments administered before and after the intervention using validated scales. To gain a more comprehensive understanding of student experiences, we also conducted semi‐structured interviews with a selection of participants. Quantitative analysis revealed statistically significant improvements in engagement and emotional regulation for the students in the group that used the gamified learning platform. Qualitatively, thematic analysis of the interview data identified three key themes. ‘Increased Motivation and Engagement′; ‘Improved Self‐Regulation′; and ‘Positive Perception of Gamified Learning′. These findings provide evidence that thoughtfully designed gamified learning environments can be a valuable tool for fostering both engagement and emotional wellbeing in students with neurodevelopmental differences.
Jiang et al. (2025) studied this question.