The term “gamification” refers to the application of game mechanics in non-game environments (Deterding et al., 2011). In recent years, the integration of gamification into educational contexts (Dominguez et al., 2013) has demonstrated its potential to promote motivation, engagement, and self-efficacy in learners, leading to an improvement in learning processes and outcomes (Kapp, 2012). Gamification offers advantages for students with Special Educational Needs (SEN), helping them develop self-esteem and confidence in their abilities.

In this context, video games can enhance self-esteem due to their flexibility and interactivity. They provide a safe environment where students learn and develop a sense of control that extends from the digital to the learning domain. The digital environment is visual and predictable, with simplified sequences, free from emotional tones and stressful elements typical of natural settings. It fosters collaboration and social interaction. Mediation through a single communication channel facilitates attention, while interactions based on consistent reinforcement and immediate feedback consolidate positive outcomes and strengthen intrinsic motivation (Pinnelli, 2022).

Based on this rationale, the Erasmus+ project “Empower: ME - I’m Game!” is an international and interdisciplinary collaboration between universities, educational institutions, SEN teachers, and game development experts from Italy, Germany, and Turkey. The project aims to implement a digital educational game to enhance self-esteem in students with Specific Learning Disabilities (SLD), high-functioning Autism, and Attention Deficit Hyperactivity Disorder (ADHD) from 12 to 14 years old. This transition period from primary to secondary education often sees a drop in self-esteem (West et al., 2010; Bagnall et al., 2021), particularly for students with SEN (Topping, 2011; Poorthuis et al., 2014), who frequently experience anxiety (Hughes et al., 2013). Thus, interventions promoting self-esteem during this phase are crucial (Ng & Boey, 2024a; Douma et al., 2024). The gamified approach in “Empower: ME - I’m Game!” incorporates mechanics such as badges, leaderboards, levels, and challenges to enhance self-efficacy, creating a safe, engaging, and rewarding learning environment. This aligns with Gee’s (2007) theory of video games as effective learning tools, where experiential and contextualized learning fosters cognitive and emotional development.

The game is in the design phase, integrating theoretical and methodological principles for learning effectiveness. The Italian team, with expertise in inclusive education and digital accessibility, develops guidelines based on scientific research to ensure accessibility. Key aspects include personalized learning paths, multimodal accessibility, immediate feedback, motivation strategies, collaborative learning, and gradual challenge progression. The project follows a mixed-method research design, including pre-post self-esteem assessment using selected items from the Five-Scale Test of Self-Esteem (Pope, McHale & Craighead, 1992) and teacher feedback.

Findings will contribute to inclusive digital education, providing insights into gamification’s implementation in educational settings. Future research will compare results with inclusive environments, such as Italian classrooms.

Keywords: Gamification, Self-Esteem, Special Educational Needs, Inclusion.