Gamified Learning for Neurodivergent Students: Personalization vs. Over-Stimulation in ADHD and Autism Education

AbstractGamified learning has become a significant force in contemporary education, drawing on game-design elements to strengthen learner motivation, engagement, and academic outcomes. This approach holds particular promise for neurodivergent students — especially those with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) — where conventional instructional methods frequently fall short in addressing challenges related to attention regulation, executive function