Gamified Learning for Children with Intellectual Disabilities: An Experimental Study in Kuwait

Abstract

Children with intellectual disabilities often face difficulties in learning, especially when traditional teaching methods are mainly used. This study examined whether gamified learning could improve academic achievement and intrinsic motivation among children with intellectual disabilities in Kuwait. The study included 50 children divided into two groups: an experimental group of 25 children who received gamified instruction and a control group of 25 children who received conventional instruction. The intervention lasted eight weeks, with two sessions per week. Before and after the intervention, participants completed a standardized academic achievement test and a validated motivation scale. The data were analyzed using independent-sample t-tests and repeated-measures ANOVA. The results showed statistically significant improvements in both academic achievement and intrinsic motivation among children in the experimental group compared with those in the control group. The use of game elements, such as points, badges, and levels, increased students’ engagement and improved their task performance. The study concluded that gamified learning can be a practical and culturally adaptable approach for improving educational outcomes in special education. Further large-scale and long-term studies are recommended to confirm these findings.