Gamified Learning Systems for Neurodiversity: A Systematic Review

Abstract

This article presents a systematic review of gamified learning systems applied to students with Attention Deficit Hyperactivity Disorder (ADHD) within the framework of neurodiversity. Twelve empirical studies, including randomized controlled trials and quasi-experimental designs, were analyzed to evaluate their impact on sustained attention, academic performance, and motivational processes. The findings indicate significant improvements in time-on-task, self-regulation, and engagement when game mechanics are strategically aligned with psychological principles. Immediate feedback, structured progression, and adaptive personalization emerged as key design components associated with positive cognitive outcomes. However, excessive stimulation and poorly calibrated reward systems may increase extraneous cognitive load and compromise meaningful learning. The evidence suggests that gamification effectiveness is contingent upon theoretical coherence and pedagogical intentionality rather than mere entertainment elements. The study proposes a neurocompatible gamification model integrating motivational theory and cognitive load regulation. Overall, gamified systems represent a promising evidence-based strategy to enhance inclusive education for neurodiverse learners