{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,5]],"date-time":"2026-05-05T12:33:18Z","timestamp":1777984398633,"version":"3.51.4"},"reference-count":24,"publisher":"F1000 Research Ltd","license":[{"start":{"date-parts":[[2026,3,11]],"date-time":"2026-03-11T00:00:00Z","timestamp":1773187200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Directorate of Research and Community Service (DPPM), Directorate General of Research and Development, Ministry of Higher Education, Science, and Technology, for the 2025 Fundamental Research Grant,","award":["underdecreeNo.007\/LL6\/PL\/AL.4\/2025and168.33\/A.3-III\/LRI\/VI\/2025datedMay29"],"award-info":[{"award-number":["underdecreeNo.007\/LL6\/PL\/AL.4\/2025and168.33\/A.3-III\/LRI\/VI\/2025datedMay29"]}]},{"name":"Directorate of Research and Community Service (DPPM), Directorate General of Research and Development, Ministry of Higher Education, Science, and Technology, for the 2025 Fundamental Research Grant,","award":["2025"],"award-info":[{"award-number":["2025"]}]},{"name":"Directorate of Research and Community Service (DPPM), Directorate General of Research and Development, Ministry of Higher Education, Science, and Technology, for the 2025 Fundamental Research Grant,","award":["andJune4"],"award-info":[{"award-number":["andJune4"]}]},{"name":"Directorate of Research and Community Service (DPPM), Directorate General of Research and Development, Ministry of Higher Education, Science, and Technology, for the 2025 Fundamental Research Grant,","award":["2025."],"award-info":[{"award-number":["2025."]}]}],"content-domain":{"domain":["f1000research.com"],"crossmark-restriction":false},"short-container-title":["F1000Res"],"abstract":"<ns3:p>Background Inclusive students with Specific Learning Disorder (SLD) often experience persistent challenges in acquiring foundational literacy skills due to the lack of adaptive and personalized instructional approaches. Artificial Intelligence (AI) game-based deep learning models offer a promising alternative by enabling individualized learning pathways and continuous feedback. However, the integration of such models within inclusive primary school settings remains underexplored, particularly in Indonesia. Methods This study employed a descriptive qualitative approach using a case study design to investigate the relevance and potential of AI game-based deep learning for literacy development among students with SLD. Data were collected through document analysis, review of scientific publications, and examination of related empirical studies. The collected data were analyzed using qualitative content analysis to identify key themes, conceptual patterns, and implications for inclusive literacy instruction. Results The findings reveal three central insights. First, the adoption of AI game-based deep learning models is urgently needed to address the persistent literacy gaps among inclusive students with SLD. Second, such models demonstrate strong potential in supporting individualized literacy learning, particularly through features such as adaptive difficulty levels, automated feedback, and multimodal engagement. Third, the approach aligns well with the context of Indonesian primary schools, offering a feasible and pedagogically relevant tool for inclusive classrooms. The study also highlights the novelty of conceptualizing AI game-based deep learning not merely as a technological innovation but as a context-sensitive pedagogical model tailored to learners\u2019 needs. Conclusions AI game-based deep learning models hold significant promise for enhancing literacy outcomes among primary school students with SLD. Their adaptive and personalized nature provides meaningful support for inclusive education, helping to reduce learning barriers and promote equitable literacy development. Further research and pilot implementation are recommended to strengthen evidence-based adoption in schools.<\/ns3:p>","DOI":"10.12688\/f1000research.171885.1","type":"journal-article","created":{"date-parts":[[2026,3,11]],"date-time":"2026-03-11T03:54:11Z","timestamp":1773201251000},"page":"391","update-policy":"https:\/\/doi.org\/10.12688\/f1000research.crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Transformative Inclusive Education: A Case Study of an AI Game-Based Deep Learning Model for Literacy among Elementary School Students with Specific Learning Disorder (SLD)"],"prefix":"10.12688","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2083-1704","authenticated-orcid":false,"given":"Minsih","family":".","sequence":"first","affiliation":[{"name":"Elementary Education Surakarta Central Java Universitas Muhammadiyah 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indexed","URL":"https:\/\/f1000research.com\/articles\/15-391\/v1#referee-response-468735","order":2,"name":"referee-response-468735","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"This study was financially supported by the Ministry of Higher Education, as stated in official grant letters No. 007\/LL6\/PL\/AL.4\/2025 dated May 29, 2025, and 168.33\/A.3-III\/LRI\/VI\/2025 dated June 4, 2025. The funding was provided to facilitate the overall implementation of the research activities. However, the Ministry had no involvement in the study design, data collection, data analysis, interpretation of results, manuscript preparation, or decisions regarding publication. All scientific processes were carried out independently by the authors, ensuring that the findings remain objective, rigorous, and free from any influence by the funding agency. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.","order":3,"name":"grant-information","label":"Grant Information"},{"value":"This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.","order":0,"name":"copyright-info","label":"Copyright"}]}}