From Play to Progress: Digital Game-Based Learning in the Education of Students with Intellectual Disabilities

This literature review examines the potential and efficacy of digital game-based learning (DGBL) for individuals with intellectual disabilities (ID). Given the growing integration of technology in education, DGBL emerges as a compelling pedagogical approach that caters to the diverse needs of learners with intellectual disabilities. This literature review aims to synthesise existing research to provide IT developers, educators, teachers, practitioners, and researchers with insights into improving the design, development, and testing of DGBL applications and implementing knowledge for students with intellectual disabilities. The review's key findings indicate that: (1) Immersive DGBL leads to increased learning outcomes. (2) DGBL facilitates computerised interaction to provide personalised support. (3) DGBL enhances learning with user-driven interactive design. The review concludes with recommendations for future research avenues and practical applications in IT development and educational settings.