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Adaptive gamification in dyslexia education: A systematic review of HCI design challenges and cognitive alignment

human-computer-interaction
adaptive-and-self-organizing-systems
computer-education
multimedia

Abstract

Background
Children with dyslexia often experience persistent difficulties in literacy learning due to phonological processing deficits, working memory constraints and heightened cognitive load. Although gamification has been increasingly adopted to enhance engagement, existing implementations frequently remain rigid and insufficiently aligned with learners cognitive and interactional needs.

Objective
This systematic literature review aims to examine how gamified learning systems for children with dyslexia address (i) human–computer interaction (HCI) design challenges, (ii) cognitive needs alignment and (iii) emerging adaptive gamification strategies.

Methods
Following the PRISMA 2020 guidelines, a systematic review was conducted across four major databases. A total of 38 empirical studies published between 2021 and 2025 were selected and analyzed using thematic synthesis and cross-domain mapping. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT).

Results
The findings reveal persistent HCI design challenges, including visual complexity, navigation barriers, and cognitive overload, which often undermine the effectiveness of gamified systems. Systems that integrated multisensory strategies, narrative engagement, and adaptive pacing demonstrated more substantial alignment with dyslexia learners’ cognitive needs. Emerging solutions increasingly employ data-driven adaptive mechanisms such as reinforcement learning and learner profiling to regulate cognitive demand and personalize learning experience, although implementation remains heterogeneous and context-dependent.

Conclusion
This review reframes adaptive gamification as a cognitive–interactional system rather than a purely motivational layer. The findings highlight the need for coherent, theory-informed, and inclusive adaptive gamification frameworks to support both learning outcomes and the learning experience of children with dyslexia.
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