Advancing inclusive education: a systematic review of game-based learning for K-12 students with dyslexia.

Key Points

• This review aims to evaluate the effectiveness of game-based learning (GBL) in assisting K-12 students with dyslexia.
• Conducted a systematic review of existing literature on game-based learning for dyslexic students.
• Analyzed various educational games and their impacts on learning outcomes.
• Identified gaps in the current evidence base regarding GBL effectiveness.
• Found that while GBL shows promise, the overall evidence is still limited.
• Highlighted the need for better-designed learning materials tailored for dyslexic students.
• Provided recommendations for teachers and curriculum designers to enhance game-based learning approaches.