Educational gamification in the adult population with intellectual disabilities

An exploratory qualitative analysis of an intervention program from the teacher's perspective

Bibliographic Data

ID7890800
AuthorsAlejandro Quintas‐Hijó, Alejandro Quintas‐Hijós (Faculty of Human Sciences and Education University of Zaragoza Huesca Spain, corresponding author), María Mairal‐Llebot (0000-0001-9424-1478, Faculty of Human Sciences and Education University of Zaragoza Huesca Spain), Silvia Anzano‐Oto (Faculty of Human Sciences and Education University of Zaragoza Huesca Spain), Silvia Anzano-Oto (0000-0002-3649-4984, Universidad de Zaragoza), Sergio Cored‐Bandré, Sergio Cored-Bandrés (0000-0001-9563-6789, Universidad de Zaragoza, corresponding author), Sergio Cored‐Bandrés (Faculty of Human Sciences and Education University of Zaragoza Huesca Spain)
Year2026
Volume26
Issue1
Publication date2026-01-01
Open AccessYes
TypeARTICLE
VenueJournal of Research in Special Educational Needs (JOURNAL)
Journal identifiersISSN: 1471-3802 • E-ISSN: 1471-3802
PublisherWiley (PUBLISHER • GB)
DOI10.1111/1471-3802.70041
OpenAlexW4416073460
LanguageEN
References cited37

The adoption of programs based on gamification mediated by digital technology presents an intriguing option for enhancing education in the context of special education. The objective of this study was to comprehend the perspectives of teachers who designed, implemented and assessed a gamified intervention program for adults with disabilities and to examine how their teaching practices evolved following training in educational gamification. This research employed a qualitative approach to gather insights from 13 teachers. They received specialised training and implemented the educational program over an 8‐month period. Semi‐structured interviews were conducted. Results indicate that gamification can have a positive impact on the learning of individuals with intellectual disabilities. The primary change in teaching pedagogy was the increased and more diversified attention provided by teachers, along with heightened teacher feedback. Despite these advances, 4 of the 13 informants explicitly pointed out an aesthetic mismatch due to a certain infantilization as a major impediment to the students' self‐concept and autonomy. However, these outcomes arise from a convenience sample recruited from a single vocational centre; consequently, their generalisability remains tentative. The training program succeeded in increasing student participation and motivation, potentially leading to greater initiative and autonomy. Nevertheless, the present findings should be interpreted in light of the study's exclusive reliance on teacher‐reported data, a constraint that future mixed‐methods work will redress by integrating objective ClassDojo metrics and learner feedback

Exploratory research · Population · Qualitative research · Redress · Vocational education · Disability Education and Employment · Down syndrome and intellectual disability research · Educational Games and Gamification

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