LITERATURE REVIEW

Inclusive students with Specific Learning Disorder (SLD) in primary schools often face difficulties in mastering literacy skills due to limited adaptive learning methods. One potential approach is the use of an AI game-based deep learning model that adapts to students’ individual needs. This study aims to: (1) examine the urgency of implementing AI game-based deep learning models for inclusive students with SLD, (2) identify their potential in improving literacy skills, and (3) explore their relevance in primary school contexts. A descriptive qualitative approach with a case study design in Indonesia was employed, using data from document reviews, scientific articles, and related research, analyzed through qualitative content analysis. The novelty of this study lies in presenting AI game-based deep learning not only as a technological tool but also as a context-sensitive model that enables personalized literacy learning for inclusive students, an area that has been rarely addressed in previous studies. The findings indicate that the implementation of AI game-based deep learning models is important to address literacy barriers faced by students with SLD, supports the personalization of learning aligned with their characteristics, and demonstrates potential effectiveness in primary school inclusive classrooms.