Meta-analysis of the Effectiveness of Gamification on Specific Learning Disorder

Nemati, Shahrooz; Jamei, Rogayeh; Jafari, Mohamad

doi:10.22098/jld.2025.16131.2209

Meta-analysis of the Effectiveness of Gamification on Specific Learning Disorder

Document Type : Research Paper

Authors

¹ University of Tabriz

² MSc Educational Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

³ MSc Clinical Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

10.22098/jld.2025.16131.2209

Abstract

Aim: The current research aimed to perform a meta-analysis of studies that investigated the effectiveness of gamification on Specific learning disorders.
Methods: A meta-analysis technique was used to analyze 22 studies, from 2006 to 2023, which measured the effect of gamification on learning disorders. The statistical population comprised all the research conducted during this period, and a total of 48 effect sizes were obtained in the databases including Academic Jihad Database (SID Noor Specialized Journals Database (Noormagz), the National Library of Iran, Information Bank of Country Publications (Magiran), springer, science direct, pub med and Google scholar have been published. This study used Hedges' g effect size index as a common scale.
Results: After evaluating the entry and exit criteria, the findings of the selected studies were analyzed using CMA and SPSS software. The results showed that the combined effect size of gamification on Specific learning disorders was 1.24. After separating into multiple outcome variables, the combined effect size on reading, writing, and math disorders was 1/23, 1/12, and 1/14 respectively, which were all statistically significant (p<0.001).
Conclusion: It is recommended that psychologists and counselors working in learning disorders centers incorporate gamification to improve learning outcomes in students with learning disorders.

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