Interaction, Artificial Intelligence, and motivation in children’s speech learning and rehabilitation through digital games: A systematic literature review

Abdoulqadir, Chra ORCID: https://orcid.org/0009-0006-6313-1421 and Loizides, Fernando ORCID: https://orcid.org/0000-0003-0531-6760 2025. Interaction, Artificial Intelligence, and motivation in children’s speech learning and rehabilitation through digital games: A systematic literature review. Information 16 (7) , 599. 10.3390/info16070599

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Abstract

The integration of digital serious games into speech learning (rehabilitation) has demonstrated significant potential in enhancing accessibility and inclusivity for children with speech disabilities. This review of the state of the art examines the role of serious games, Artificial Intelligence (AI), and Natural Language Processing (NLP) in speech rehabilitation, with a particular focus on interaction modalities, engagement autonomy, and motivation. We have reviewed 45 selected studies. Our key findings show how intelligent tutoring systems, adaptive voice-based interfaces, and gamified speech interventions can empower children to engage in self-directed speech learning, reducing dependence on therapists and caregivers. The diversity of interaction modalities, including speech recognition, phoneme-based exercises, and multimodal feedback, demonstrates how AI and Assistive Technology (AT) can personalise learning experiences to accommodate diverse needs. Furthermore, the incorporation of gamification strategies, such as reward systems and adaptive difficulty levels, has been shown to enhance children’s motivation and long-term participation in speech rehabilitation. The gaps identified show that despite advancements, challenges remain in achieving universal accessibility, particularly regarding speech recognition accuracy, multilingual support, and accessibility for users with multiple disabilities. This review advocates for interdisciplinary collaboration across educational technology, special education, cognitive science, and human–computer interaction (HCI). Our work contributes to the ongoing discourse on lifelong inclusive education, reinforcing the potential of AI-driven serious games as transformative tools for bridging learning gaps and promoting speech rehabilitation beyond clinical environments.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Schools > Computer Science & Informatics
Publisher:	MDPI
ISSN:	2078-2489
Funders:	Google
Date of First Compliant Deposit:	16 July 2025
Date of Acceptance:	9 July 2025
Last Modified:	16 Jul 2025 14:15
URI:	https://orca.cardiff.ac.uk/id/eprint/179768

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