**2. Inclusive education and gamification**

The principles of inclusive education are grounded on the notion that everyone, irrespective of their abilities and limitations, should have access to education. This educational methodology promotes the integration of pupils with special requirements in regular classrooms and creates a welcoming atmosphere where all students can partake in the learning process and feel like they belong [34].

In a similar vein, the fourth Sustainable Development Goal (SDG) of the 2030 Agenda [35] aims to minimize the gender gap in education and offer vocational training to disadvantaged groups, such as individuals with disabilities, indigenous and marginalized groups, and children. Correspondingly, the foundational document of the United Nations, the Universal Declaration of Human Rights [36], asserts in its article 1 that all humans are born free and equal in dignity and rights. The same document affirms these rights and freedoms without distinction as to race, color, sex, language, religion, political or other opinion, national or social origin, property, birth, or other status.

In accordance with the above, the proposition to develop games that utilize narrative persuasion has the potential to remove obstacles and foster inclusivity by establishing an equal and approachable environment for all. Techniques like personalization, transportation, identification, regular feedback, and cooperation are employed to inspire the involvement of all individuals, irrespective of their capabilities or traits. The last of these are often overlooked, particularly when the intervention takes place online.

Therefore, gamification can overcome stereotypes and prejudices by allowing individuals to exhibit their abilities and talents in a secure environment defined by the rules of the game. The absence of proxemics, defined as humans' conception, formation, and use of space in relation to one another [37], contributes to this. This also eliminates the visual perception of others, including their physical characteristics and, most importantly, their differences.

The focus on differences has been and continues to be one of the primary challenges in establishing social cohesion. This is particularly true when attention is placed on individuals rather than on the social ties that bind them. This leads to what Freud [38] referred to as the narcissism of minor differences, which entails constantly highlighting the distinctions between ourselves and others, no matter how small.

Todorov [39] considered various theoretical ideas from thinkers such as Montesquieu, Segalen, and Montaigne, examining the relationship between our social and cultural group and those who are outside of it. He agrees with Montesquieu that no nation is homogeneous; therefore, coexistence depends on accepting differences, which he considers a desirable quality. However, the challenge arises from the natural inclination of humans to favor those they perceive as their own, such as their children or fellow countrymen. This author believes that the success of peaceful cohabitation depends on prioritizing the best aspects of humanity over the worst. This means ensuring that fairness, moral values, and the ability to transcend oneself prevail over egocentrism.

In education, serious gameplay can prove highly effective in actively promoting the inclusion of students with distinctive needs, abilities, or difficulties. By customizing the learning experience to meet each individual student's peculiarities, an inclusive environment is created, and everyone feels valued and perceived as capable of succeeding. Gamification similarly encourages collaboration and teamwork, promoting social inclusiveness and acceptance of diversity.

One of the key benefits of gamification is its capability to encourage a sense of belonging and engagement through serious games. By granting learners the chance

#### *Gamification as a Tool for Inclusion DOI: http://dx.doi.org/10.5772/intechopen.113229*

to make decisions and take responsibility during the learning process, their feeling of ownership and empowerment is amplified. Some effective techniques for promoting ownership and engagement comprise enabling pupils to set personal goals and aims, delivering constant and helpful feedback, and planning exercises that demand the utilization of knowledge in practical circumstances by means of problem-solving, cooperation, and originality. Designing challenges and assignments that require the use of these competencies allows pupils to confront real-world issues and furnishes them with the resources they require to excel in the future.
