Educational digital game for the development of Computational Thinking for children with intellectual disabilities
Abstract
Computational Thinking (CT) is an important intellectual skill necessary for the current context of society. Children with Intellectual Disabilities (ID) can benefit from CT by developing and improving their cognitive skills. Educational digital games are one of the opportunities to work on the PC with both neurotypical and ID children, as long as they contain accessibility elements and are designed with the needs of their users in mind. This paper presents a digital educational game created to develop the CT, in an intrinsic way, in both neurotypical children, and children with ID, having as its thematic the process of washing clothes. The game consists of 3 stages with 4 levels each, in which each approaches a CT pillar in a primary way. The game development process was based on accessibility guidelines and is supported by specialists in Computing, Specialized Educational Assistance, and ID.
Keywords:
Computational Thinking, Educational digital games, Intellectual Disabilities
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DSM. 2014. DSM-5: Manual diagnóstico e estatístico de transtornos mentais. Artmed Editora
Taynara Cerigueli Dutra, Daniel Felipe, Isabela Gasparini, and Eleandro Maschio. 2021. Super ThinkWash: Um Jogo Digital Educacional inspirado na vida real para desenvolvimento do Pensamento Computacional em crianças. In Anais do XXXII Simpósio Brasileiro de Informática na Educação. SBC, 292–303.
Taynara Cerigueli Dutra, Daniel Felipe, Isabela Gasparini, and Eleandro Maschio. 2021. A Systematic Mapping of Guidelines for the Development of Accessible Digital Games to People with Disabilities. In Universal Access in Human-Computer Interaction. Design Methods and User Experience, Margherita Antona and Constantine Stephanidis (Eds.). Springer International Publishing, Cham, 53–70.
Taynara Cerigueli Dutra, Diego Fellipe Tondorf, Thiago A Zils, André EG Ferreira, Isabela Gasparini, Marcelo da Silva Hounsell, and Eleandro Maschio. 2021. Métodos de avaliação de IHC no contexto de Jogos Sérios Educacionais: Um Mapeamento Sistemático. In Anais do XXXII Simpósio Brasileiro de Informática na Educação. SBC, 564–575.
Carla Fisher. 2014. Designing games for children: Developmental, usability, and design considerations for making games for kids. CRC Press.
Carina S González-González, Erika Herrera-González, Lorenzo Moreno-Ruiz, Nuria Reyes-Alonso, Selene Hernández-Morales, María D Guzmán-Franco, and Alfonso Infante-Moro. 2019. Computational thinking and down syndrome: An exploratory study using the KIBO robot. In Informatics, Vol. 6. Multidisciplinary Digital Publishing Institute, 25
Shuchi Grover and Roy Pea. 2013. Computational thinking in K–12: A review of the state of the field. Educational researcher 42, 1, 38–43.
Patricia da Silva Leite and Vinícius Godoy Mendonça. 2013. Diretrizes para game design de jogos educacionais. In Proc. SBGames, Art Design Track. 132–141
Fernanda Francielle de Oliveira Malaquias, Edgard Afonso Lamounier Jr, Alexandre Cardoso, Cleusa Aparecida de Oliveira Santos, and Márcia Arantes Buiatti Pacheco. 2012. VirtualMat: um ambiente virtual de apoio ao ensino de matemática para alunos com Deficiência Mental. Revista Brasileira de Informática na Educação 20, 2, 17.
Katie Larsen McClarty, Aline Orr, Peter M Frey, Robert P Dolan, Victoria Vassileva, and Aaron McVay. 2012. A literature review of gaming in education. Gaming in education, 1–35.
Michael J Muller, Jean Hallewell Haslwanter, and Tom Dayton. 1997. Participatory practices in the software lifecycle. In Handbook of human-computer interaction. Elsevier, 255–297.
Jakob Nielsen. 1994. Usability engineering. Morgan Kaufmann.
Aimi Tanikawa de Oliveira, Barbara S Saddy, Daniel C Mograbi, and Cristina Lúcia Maia Coelho. 2015. Jogos eletrônicos na perspectiva da avaliação interativa: ferramenta de aprendizagem com alunos com deficiência intelectual. Revista Neuropsicologia Latinoamericana 7, 3, 28–35.
Maria Saridaki and Constantinos Mourlas. 2011. Incorporating serious games in the classroom of students with intellectual disabilities and the role of the educator. In 2011 Third International Conference on Games and Virtual Worlds for Serious Applications. IEEE, 180–181.
SBC. 2017. Diretrizes para ensino de Computação na Educação Básica. [link].
Jesse Schell. 2010. Arte de game design: o livro original. Crc Press
Liane Margarida Rockenbach Tarouco, Letícia Coelho Roland, Marie-Christine Julie Mascarenhas Fabre, and Mary Lúcia Pedroso Konrath. 2004. Jogos educacionais. RENOTE: revista novas tecnologias na educação [recurso eletrônico]. Porto Alegre, RS.
Stavros Tsikinas and Stelios Xinogalos. 2020. Towards a serious games design framework for people with intellectual disability or autism spectrum disorder. Education and Information Technologies 25, 4, 3405–3423
Matheus Vinıcius Valenza, S Hounsell, I Gasparini, et al. 2018. Guidelines para Game Design de Jogos Sérios para Crianças. In Brazilian Symposium on Games and Digital Enterntainement.
Rosa Maria Vicari, Alvaro Freitas Moreira, and Paulo Fernando Blauth Menezes. 2018. Pensamento computacional: revisão bibliográfica. Porto Alegre: UFRGS
Jeannette M Wing. 2014. Computational thinking benefits society. 40th Anniversary Blog of Social Issues in Computing 2014, 26
Herik Zednik, Olga Takinami, Ronald Brasil, Selma Bessa Sales, and Sibere Araujo. 2019. Contribuições do Software Scratch para Aprendizagem de Crianças com Deficiência Intelectual. In Anais do Workshop de Informática na Escola, Vol. 25. 394–403
Published
2022-04-24
How to Cite
DUTRA, Taynara Cerigueli; FERREIRA, André; GASPARINI, Isabela; MASCHIO, Eleandro.
Educational digital game for the development of Computational Thinking for children with intellectual disabilities. In: BRAZILIAN SYMPOSIUM ON COMPUTING EDUCATION (EDUCOMP), 2. , 2022, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 251-260.
ISSN 3086-0733.
DOI: https://doi.org/10.5753/educomp.2022.19220.
