Utilizing Games to Enhance the Learning of Students with Dyslexia: A Systematic Literature Review

While discussions about the learning experiences of dyslexic students have been extensive, the exploration of interventions to address their learning obstacles using technology remains unresolved. This study aims to unpack the pattern use of games to enhance the learning of students with dyslexia using a systematic literature review of thirty-nine articles. The analysis findings reveal a notable increase in interest over the past decade in publications focusing on the utilization of games to enhance the learning experiences of students with dyslexia across various grade levels. The utilization is delineated in ways that exploring innovative approaches to enhance reading skills in dyslexic students through engaging and playful methods gives significant potential progress. The empirical results specifically indicate that employing playful strategies contributes to the enjoyment, motivation, and active participation of students with dyslexia. These can enhance reading skills by bolstering linguistic competence, improving working memory, and enhancing executive functions, thereby significantly supporting the learning process. The encouraging progress in utilizing games to enhance the learning of students with dyslexia underscores the need for research aimed at optimizing both cognitive and non-cognitive factors in their learning experiences.