Game-based learning reaches a wide range of learners, particularly those who thrive on interactivity, autonomy, and experiential problem solving. Research shows that GBL is especially effective for middle school, high school, and adult learners when content requires application, strategy, or systems thinking (Hadar Shoval, 2025). Neurodiverse learners and students with attention challenges may also benefit from the structured feedback, multimodal inputs, and clear progression systems that games provide. In professional contexts, adult learners often report higher engagement and retention when training incorporates simulations and role-based gameplay (Bobula, 2024).
At the same time, game-based formats can unintentionally exclude or frustrate certain groups. Learners who experience test anxiety, sensory overload, or limited access to technology may find gamified environments overwhelming rather than motivating (Hadar Shoval, 2025). Additionally, competitive mechanics can disadvantage learners who value reflection over speed or collaboration over ranking. Research cautions against assuming universal appeal; inclusive game-based learning requires flexible pacing, optional competition, and culturally responsive design (Dichev & Dicheva, 2023). Without these considerations, gamification risks reinforcing inequities rather than expanding access.
References
Bobula, M. (2024). Generative artificial intelligence and gamification in higher education: Opportunities and risks. Journal of Learning Development in Higher Education, 30. https://doi.org/10.47408/jldhe.vi30.1137
Dichev, C., & Dicheva, D. (2023). Gamifying education: What is known, what is believed, and what remains uncertain. Educational Technology Research and Development, 71(1), 1–22. https://doi.org/10.1007/s11423-022-10185-3
Hadar Shoval, D. (2025). Artificial intelligence, gamification, and inclusion: Bridging or widening learning gaps? Education Sciences, 15(5), 637. https://doi.org/10.3390/educsci15050637
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