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

Gamification is an educational methodology using game aesthetics, dynamics, and mechanics to enhancemotivation and learning. In special education, this strategy has been shown to improve motivation, engagement, andknowledge retention, as it allows content to be adapted into a more interactive and playful format while promotingexperiential learning. Additionally, gamification fosters autonomy and collaboration among students, which can be key inacquiring and reinforcing social skills and inclusion. This study is based on a gamified didactic proposal inspired by the Netflixseries Carmen Sandiego, combined with a game-based learning methodology. A research-based design was implementedalongside a pilot experience in a Spanish public high school involving three adolescents with intellectual disabilities. Theintervention 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 semistructuredinterview with their teacher to assess the methodology's effectiveness after its implementation. The resultsindicated a high acceptance of gamification among the students. A firm initial and sustained motivation throughout thesessions was observed, along with a progressive increase in participation in the proposed activities. These positive resultssuggest that this approach can enhance student engagement and provide positive reinforcement for learning in studentswith intellectual disabilities. Moreover, the flexibility of the gamified approach was highlighted, allowing for thecustomization of content and its adaptation to the students' abilities, facilitating greater accessibility and comprehension ofthe topics covered. In conclusion, gamification based on the Carmen Sandiego narrative proved to be a practical methodologyfor motivating and improving the learning process of adolescents with intellectual disabilities. The promising results of thispilot study underscore the need for further research in this area. More extensive studies are recommended to confirm thesefindings and evaluate the long-term impact of gamification in special education, highlighting the importance of ongoingresearch in this field.