As with other populations, the usage of games by people with Intellectual Disability (ID) has been increasingly approached by research. Notwithstanding, the role of games in the lives of people with disabilities tends to be studied through a categorical picture that emphasizes its therapeutic characteristics and neglects games as recreation and as a form of cultural expression. The present work aims to review the main research outcomes of the last 10 years in the field of gaming and ID. It presents an analysis of the main research objectives, and approaches to gaming adopted in the analysed studies, as a path to reflect on two specific concepts: empowerment and ownership. Therefore, a Systematic Literature Review (SLR) methodology, accompanied by statistical and content analysis procedures, was adopted to analyse a sample of 61 peer-reviewed research papers (2010-2020) in this field. The obtained results emphasize the passive role of individuals with ID in games research, with gaming mainly seen through therapeutic our game-based learning approaches. The presented reflection on inclusive research, through the parallelism between game studies and critical disability studies, also highlights that the access to games, as a cultural expression, for people with ID could foster the inclusion of these individuals in the public sphere, both in media and in the democratic civic structures. The produced insights intend to frame future approaches that situate the potential of games and their accessibility as strategies to decrease environmental barriers and hindrances that people with ID face in their specific contexts and foster inclusion.

This article presents the preliminary findings of GamiLearning (2015-2018), a research project that aims to promote critical and participative dimensions of Media and Information Literacy (MIL) in children through the creation of digital games. The project presents an innovative approach by arguing that MIL can be promoted through the process of creation and development of videogames. Students ages 9 to 14 years old from Portugal and Austin, Texas (USA) participated in the study. which included an intervention at school, was based on a constructivist/project-based approach. Fieldwork was conducted at four schools and a MIL questionnaire was used, based in a theoretical framework, and were administered before and after the project's intervention. Results from the four schools indicate statistically significant differences between pre and post questionnaires, considering MIL skills in general, and in several groups of skills, namely Operational Skills, Editorial Skills, Digital Identity Management Skills, Critical Media Literacy, Learning and Social Interaction.

The potential of videogames in learning has been increasingly studied, documented and sustained. The present study aims to summarize quantitative results from digital Game-Based Learning (GBL) strategies, through a Systematic Review of Literature with Meta-analysis study, framing conclusions about the effectiveness of the use of videogames as a learning strategy in several contexts. Through a systematic search in scientific databases and researchers' social networks (Ebsco, ACM, PubMed and ResearchGate), 68 papers were obtained. A screening process, based on inclusion criteria, such as the use of Randomized Controlled Trials (RCTs), digital GBL strategies and measures to evaluate concrete learning gains, resulted in a final sample of 14 experimental studies. Data was gathered and analyzed using two different matrices, and softwares (SPSS and CMA). Considering a joint sample of 1685 subjects, it is possible to mention that digital GBL strategies have shown larger effect-sizes than traditional approaches, namely expository, allowing larger and more effective learning outcomes. This study arises in the context of GamiLearning project, an action-research project, aiming to develop critical and participatory dimensions of media literacy in young people, from 9 to 12 years, through collaborative learning experiences with digital games.

Within the scope of GamiLearning (2015GamiLearning ( -2018, an action-research project with the aim of promoting the critical and participative dimensions of Media and Information Literacy (MIL) through collaborative experiences involving digital games, a workshop was conducted with Basic Education teachers in Portugal. The main goal of the workshop was to develop MIL skills, through the collaborative creation of digital games. To document this practice, a questionnaire was designed for teachers' self-evaluation of their levels of MIL, their motivation to integrate the training activity, their attitudes towards videogames and their position on media education in the formal teaching context. A group of 21 Basic Education teachers attended the face-to-face training, supported by an online collaborative platform -SAPO Campus. The quantitative results showed statistically significant increases (p < .05) in the self-perception of the teachers' media literacy skills, especially in media creation and digital identity management. The qualitative results frame a reflection on the relevance of creating digital media in students' motivation and in the promotion of media literacy competences. The barriers to the adoption of pedagogical practices which include media creation were also object of teachers' reflection.

In recent years, the social perspective on disability has been changing, abandoning the more traditional medical paradigm, and replaced by more socially and contextually aware methods. In this sense, disability is now seen as a social construct, as the inability to accommodate the personal requirements of each individual. This has prompted changes in both educational interventions and media creation frameworks, based on paradigms that promote inclusivity. Considering the recognized social and educational potential of tabletop games, their recognized potential for inclusion intervention, it makes sense to look at this medium and how it can advocate the inclusion of each individual player's needs. The present study explores different conceptual structures for the purposes of establishing a framework for inclusive development approaches in tabletop games. Beyond people with disabilities and specific accessibility needs, this study also intends to broaden the spectrum of inclusion through analogue games reflecting on human diversity, with a specific focus on Game-Based Learning (GBL). Results intend to foster evidence based and inclusive GBL interventions, which does not present inclusive design and accessibility as an obstacle but instead a creative process that can be addressed proactively by the different stakeholders. Furthermore, the developed reflections constitute a concrete bridge between the premises of the social model of disability, the broad range of individuals' support needs, and the learning potential of tabletop games.