Abstract
This study investigated the effect of gamification in ICT-based learning platforms on motivation and retention in reading comprehension among students with dyslexia in mainstream schools with inclusive education in Kaduna State, Nigeria. A quasi-experimental pre-test-posttest control group design was employed, involving 52 lower basic school students diagnosed with phonological dyslexia. Participants were purposively sampled from two inclusive education schools, with one serving as the experimental group (n = 27) and the other as the control group (n = 25). Data were collected using the Wechsler Individual Achievement Test (WIAT-4) for dyslexia diagnosis, the Motivation Scale for Reading (MSR), and the Comprehension Achievement Test (CAT). The experimental group received instruction through a gamified ICT-based learning platform, while the control group continued with traditional teaching methods. ANCOVA results indicated a statistically significant effect of gamification on students’ motivation (F(1,49) = 89.054, p = .000) and retention (F(1,49) = 114.096, p = .000) in reading comprehension, leading to the rejection of both null hypotheses. These findings highlight the effectiveness of gamified ICT-based learning in enhancing engagement and memory retention among dyslexic students. The study recommends integrating gamified platforms into literacy instruction, training educators on their effective use, and advocating for their inclusion in Nigeria’s education policy.