Designing learning environments for children with special needs has become one of the major concerns of educational systems worldwide. The present study aimed to identify the components, outcomes, and challenges of a game-based blended learning environment designed to enhance attention and concentration in children with Attention-Deficit/Hyperactivity Disorder (ADHD). In recent years, blended learning and gamification have emerged as innovative pedagogical approaches that combine face-to-face and online interactions while integrating game elements to make learning experiences more engaging and to strengthen children’s sustained attention.This study was applied in purpose, qualitative in nature, and conducted through a meta-synthesis method following the Sandelowski and Barroso model. The research population comprised articles published in international databases between 2015 and 2025. After searching and applying inclusion and exclusion criteria, 18 eligible studies were selected and analyzed. Data were collected using an information extraction form and analyzed through open coding and thematic analysis. Findings revealed that the design of gamified blended environments rests on three main dimensions: (1) instructional components (personalization, immediate feedback, multisensory environment, and physical–digital integration); (2) motivational-cognitive factors (enhancement of attention, academic motivation, and emotional self-regulation); and (3) technological features (emerging technologies such as Virtual Reality [VR], Augmented Reality [AR], and Brain–Computer Interfaces [BCI], as well as home–school connectivity). The SWOT analysis further indicated that despite strengths such as increased learning engagement and active participation, challenges remain—particularly dependence on extrinsic rewards, technical limitations, and cultural resistance. Based on these findings, gamified blended learning environments can serve as an effective and non-pharmacological complementary intervention to promote attention and concentration in children with ADHD.