232 Copyright © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 9 DOI: 10.4018/978-1-5225-5790-6.ch009 ABSTRACT Students with learning disabilities (LD) or attention disorders (AD) often require supplementary or alternative instruction to achieve their learning goals. Computer-assisted intervention (CAI) has been explored as a promising method for fostering students’ success by providing an engaging learning en- vironment. The following chapter examines publications employing empirical studies of computerized games designed for students with LD or AD conducted between 2006-2016. The goal of this chapter is to give a brief overview and critique of the current research on incorporating computerized games into modern education for students with LD or AD, and to identify the key game features that successfully motivate and engage students. INTRODUCTION An increasing number of students are relying on special education and personalized learning plans to achieve their academic goals. Serious computer games, or games that have a purpose in addition to en- tertainment, have become a widely-discussed topic in technology-based tools for education. Educational computer games seek to capitalize on the motivational aspect inherent in games to engage students in a Examining Motivational Game Features for Students With Learning Disabilities or Attention Disorders Corey D. C. Heath Arizona State University, USA Troy McDaniel Arizona State University, USA Sethuraman Panchanathan Arizona State University, USA