Students are not a homogenous group and benefit greatly from personalized learning pathways over which they can enact their own agency to fulfil their individual learning goals. Furthermore, the literature shows that creating pathways that are explicitly inclusive of students with atypical learning support needs (for example, neurodivergent learners) helps students across the cohort. Taking ADHD as one example, there is increasing interest in, and claims of benefits from, game and gamification techniques such as gameplay loops, explicit progression through levels, entertainment, and rewards which have been shown to be helpful for learners' attention and executive functioning. Games offer potential non-pharmaceutical solutions for supporting both diagnosis and treatment. Personalization through game-based approaches also tends to be positively received by a majority of learners. However, most studies on games for ADHD focus on opportunities for children. Recent literature shows that individualization, and enabling creative, self-directed learning, should be embedded in neurodiversity-affirming practice, and this is particularly relevant in Higher Education as we move from pedagogical to heutagogical teaching and learning practices for adult learners of all neurotypes.
This paper considers how gamification and game-based learning (GBL) can encourage inclusive, personalized approaches in Higher Education. Empirical data from evaluations of specific game-based or gamified approaches are analyzed to consider how well-designed gameplay can create both personalized scaffolding and potentially increase both motivation and efficacy. This analysis is complemented by a qualitative study of Higher Education staff attitudes towards games (or gamification) for inclusion purposes. Results emphasize that diverse learners require diverse approaches and that inclusion depends on game formats, platforms, and accessibility. Results also show the importance of structured learner pathways (over which the learner has autonomy), emotional design, and the need for a range of complementary techniques to engage different learners.
Using up to date research on GBL design pedagogies, the paper proposes general recommendations for the use of GBL or gamification to increase personalized and inclusive approaches, applicable to a wider range of educational contexts, levels, and subjects.