Gamification in language learning for students with SEND : Mapping emerging evidence and implications for inclusive practice

Abstract Inclusive education policies increasingly emphasise equitable learning opportunities for pupils with special educational needs and disabilities (SEND). At the same time, gamification has gained growing attention as a pedagogical approach intended to enhance learner engagement in language education. However, relatively little is known about how gamified learning environments function for learners with SEND. This review maps emerging evidence and identifies key gaps in research on gamification in SEND language learning contexts. A structured literature search was conducted across Scopus, Education Resources Information Center (ERIC) and Google Scholar, covering peer‐reviewed publications published between 2015 and 2025. Study selection followed PRISMA‐informed procedures, and four studies met the inclusion criteria and were analysed using a narrative synthesis approach. The findings provide preliminary evidence that gamified learning environments may support learner engagement, vocabulary development and aspects of reading performance. However, the evidence base remains limited and heterogeneous. In some cases, structured non‐gamified instruction demonstrated stronger outcomes for foundational language skills such as phonological processing. Overall, gamification shows potential as a complementary approach within inclusive language education. Its effectiveness, however, appears to depend on careful pedagogical integration and alignment with evidence‐based instructional practices. Further research is required to examine its impact across diverse SEND populations and educational contexts.