## 4 Discussion
In this way, it is possible also to relieve the families' workload and the stress related to supervising their children at home [85]. However, caution is required, because it is impossible to verify whether the children performed the exercises independently or received help from their caregivers. This approach would bring an effect on the reliability of the results. However, the possibility of children carrying out their training independently at home has numerous advantages which outweigh the aforementioned risks. First of all, SG training can be useful for children who do not have access to special reading support or for bridging the gap until individual support can be provided. Moreover, these characteristics guarantee the possibility of intensive training several times a week, with a significant impact on rehabilitative success rates. Significant gains in word reading among dyslexic children also required very intensive training [86]. Moreover, the development of efficient SGs might allow all children to obtain maximum results, without depending on the skill of the individual clinician, guaranteeing equal opportunities for all children with learning disabilities. This does not mean that classical rehabilitation face to face with a clinical neuropsychologist must be abandoned; rather we suggest that SG training might be a useful instrument to support the work of clinicians. The use of SG training for children with learning disorders might ensure intensive and continuous exercises and inclusive opportunities. Moreover, SGs have the advantage of being motivational and enjoyable for children. Several studies have highlighted the importance of engagement to achievement [87; 88]. If a game supports its players' engagement, encouraging them to perform well, the training effects can be stronger. There are several reasons to explain the impressive enthusiasm that SGs generate, one of which is the presence of rewards: games enable the release of key neurotransmitters, such as dopamine [89; 90]. Furthermore, SGs always challenge players by testing them at the right level of difficulty: the challenge component always exists, and the task is never too easy; rather, it gradually adapts to the skill level of the player, and the continuous and informative feedback guides the player during trials or when performing specific tasks. The level of difficulty always guarantees that the individual plays to the limit of their abilities, in their \"proximal zone of development\" [91]: the individual plays (and learns) each challenge without feeling discouraged, while at the same time receiving feedback to monitor their progress. Since children with learning disorders show low levels of motivation [92; 93] and are reluctant to engage in routine intervention methods [94], the strong motivation to use the program reported in the reviewed studies is very encouraging. The reviewed studies highlight the high level of engagement and flow in SG training: the children enjoyed the training and were motivated to continue after the scheduled training time; consequently, they obtained greater reading improvements. This highlights the importance of developing enjoyable, motivational, and attractive SGs for children. All the SGs examined displayed several elements of gamification. The most frequent were clear and attainable goals, simple and clear rules, informative and continuous feedback, immersive experiences, reward systems (e.g., avatar customization), interactive and dynamic user interfaces, a sense of control, the adaptability of the learning content and player challenge-skill balance, the narrative context (e.g., a superhero trying to save a city), problem-solving, fantasy environments, and graphics. The results of [34] highlight that the story frame and reward system were the elements that most contributed to the children's interest in the SG (in line with [95; 96; 97; 35]).