Defeating V.I.L.E. with Carmen Sandiego: GBL and Gamification for Teenagers with Intellectual Disabilities

Abstract

Gamification is an educational methodology using game aesthetics, dynamics, and mechanics to enhance
motivation and learning. In special education, this strategy has been shown to improve motivation, engagement, and
knowledge retention, as it allows content to be adapted into a more interactive and playful format while promoting
experiential learning. Additionally, gamification fosters autonomy and collaboration among students, which can be key in
acquiring and reinforcing social skills and inclusion. This study is based on a gamified didactic proposal inspired by the Netflix
series Carmen Sandiego, combined with a game-based learning methodology. A research-based design was implemented
alongside a pilot experience in a Spanish public high school involving three adolescents with intellectual disabilities. The
intervention consisted of five one-hour sessions using game mechanics, interactive storytelling, problem-solving challenges,
and achievement-based rewards. Two data collection methods were employed: participant observation and a semistructured
interview with their teacher to assess the methodology's effectiveness after its implementation. The results
indicated a high acceptance of gamification among the students. A firm initial and sustained motivation throughout the
sessions was observed, along with a progressive increase in participation in the proposed activities. These positive results
suggest that this approach can enhance student engagement and provide positive reinforcement for learning in students
with intellectual disabilities. Moreover, the flexibility of the gamified approach was highlighted, allowing for the
customization of content and its adaptation to the students' abilities, facilitating greater accessibility and comprehension of
the topics covered. In conclusion, gamification based on the Carmen Sandiego narrative proved to be a practical methodology
for motivating and improving the learning process of adolescents with intellectual disabilities. The promising results of this
pilot study underscore the need for further research in this area. More extensive studies are recommended to confirm these
findings and evaluate the long-term impact of gamification in special education, highlighting the importance of ongoing
research in this field.