000164127 001__ 164127 000164127 005__ 20251121161351.0 000164127 0247_ $$2doi$$a10.1111/1471-3802.70041 000164127 0248_ $$2sideral$$a146283 000164127 037__ $$aART-2026-146283 000164127 041__ $$aeng 000164127 100__ $$0(orcid)0000-0003-4621-6993$$aQuintas-Hijós, Alejandro$$uUniversidad de Zaragoza 000164127 245__ $$aEducational gamification in the adult population with intellectual disabilities: An exploratory qualitative analysis of an intervention program from the teacher's perspective 000164127 260__ $$c2026 000164127 5203_ $$aThe adoption of programs based on gamification mediated by digital technology presents an intriguing option for enhancing education in the context of special education. The objective of this study was to comprehend the perspectives of teachers who designed, implemented and assessed a gamified intervention program for adults with disabilities and to examine how their teaching practices evolved following training in educational gamification. This research employed a qualitative approach to gather insights from 13 teachers. They received specialised training and implemented the educational program over an 8‐month period. Semi‐structured interviews were conducted. Results indicate that gamification can have a positive impact on the learning of individuals with intellectual disabilities. The primary change in teaching pedagogy was the increased and more diversified attention provided by teachers, along with heightened teacher feedback. Despite these advances, 4 of the 13 informants explicitly pointed out an aesthetic mismatch due to a certain infantilization as a major impediment to the students' self‐concept and autonomy. However, these outcomes arise from a convenience sample recruited from a single vocational centre; consequently, their generalisability remains tentative. The training program succeeded in increasing student participation and motivation, potentially leading to greater initiative and autonomy. Nevertheless, the present findings should be interpreted in light of the study's exclusive reliance on teacher‐reported data, a constraint that future mixed‐methods work will redress by integrating objective ClassDojo metrics and learner feedback. 000164127 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S49-20R 000164127 540__ $$9info:eu-repo/semantics/closedAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/ 000164127 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000164127 700__ $$aMairal-Llebot, María$$uUniversidad de Zaragoza 000164127 700__ $$0(orcid)0000-0002-3649-4984$$aAnzano-Oto, Silvia$$uUniversidad de Zaragoza 000164127 700__ $$0(orcid)0000-0001-9563-6789$$aCored-Bandrés, Sergio$$uUniversidad de Zaragoza 000164127 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc. 000164127 773__ $$g26, 1 (2026), e70041 [12 pp.]$$tJournal of Research in Special Educational Needs$$x1471-3802 000164127 8564_ $$s335238$$uhttps://zaguan.unizar.es/record/164127/files/texto_completo.pdf$$yVersión publicada$$zinfo:eu-repo/date/embargoEnd/2027-11-10 000164127 8564_ $$s2358131$$uhttps://zaguan.unizar.es/record/164127/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada$$zinfo:eu-repo/date/embargoEnd/2027-11-10 000164127 909CO $$ooai:zaguan.unizar.es:164127$$particulos$$pdriver 000164127 951__ $$a2025-11-21-14:27:03 000164127 980__ $$aARTICLE