This systematic narrative review explores implementing the use of magic tricks for individuals with disabilities as a strategy to increase student engagement and meet the 2024 Universal Design for Learning (UDL) Guidelines 3.0 for Engagement Consideration 7.3: Nurture joy and play. The author is a university faculty member in the field of special education and a professional magician. With 30+ years of using magic in educational settings, the author uses the unique combination of understanding pedagogy and the art of magic to make educational inferences of how to successfully nurture joy and play using simple-to-learn magic tricks. Therefore, the intention of this article is to showcase empirical studies that specifically focus on the educational benefits of learning and performing magic tricks and how they may align with nurturing joy and play. A systematic narrative review was conducted using predetermined inclusion and exclusion criteria across six databases (JSTOR, ERIC, DOAJ, EBSCO, ProQuest and Google Scholar) resulting in a total of 153 articles. This review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and uses an integrative narrative synthesis. Overall, the findings reveal there are many overlapping elements between the experiences of learning and performing magic tricks and nurturing joy and play. Both learning and performing magic tricks can be used to increase engagement for students with disabilities in the classroom setting. Therefore, the findings suggest that teachers may potentially meet the UDL’s nurturing joy and play engagement consideration by incorporating magic tricks in their classrooms.
Dan Ezell (2025) studied this question.