Gamification as a motivational tool for students with attention deficit hyperactivity disorder

Abstract

Attention Deficit Hyperactivity Disorder hinders sustained attention, self-regulation, and participation in traditional learning environments, affecting academic performance and demanding more dynamic pedagogical strategies. Gamification emerges as an alternative to increase motivation through structured dynamics and immediate feedback. The study aimed to analyze the effectiveness of gamification in enhancing the motivation of students with ADHD in a real school context, providing situated evidence of its impact on dimensions such as attention, participation, and task engagement. A descriptive mixed-methods approach was applied with ten diagnosed students, integrating interviews with a teacher and a psychologist, a Likert-scale survey, and an observation guide during gamified activities designed in Educaplay. The results showed increases in attention, task continuity, and perceived motivation. Responses were concentrated in the upper levels of the scale, and both professionals highlighted greater willingness and participation when instructions were clear and accompanied by playful stimuli. It is concluded that gamification supports the engagement of students with ADHD when implemented with structure, immediate feedback, and pedagogical intentionality, although the findings do not allow causal claims.