Influência dos jogos de tabuleiro no desenvolvimento de pessoas neurodivergentes: Uma revisão sistemática
Resumo
Introdução: Uma revisão sistemática que investiga a utilização de jogos de tabuleiro no desenvolvimento de pessoas neurodivergentes. Objetivo: Identificar estudos que tratam como os jogos de tabuleiro podem contribuir para o desenvolvimento de pessoas neurodivergentes. Metodologia ou Etapas: Foi utilizada uma revisão sistemática com as bases Scopus, ACM Digital Library, PsycNet e PubMed. Resultados: Como resultado, foram encontrados 8 artigos relevantes para a pesquisa que mostram que habilidades cognitivas podem ser desenvolvidas por meio de jogos de tabuleiro. Esse trabalho possibilita que pesquisadores desenvolvam novos procedimentos que auxiliem o engajamento de pessoas neurodivergentes por meio de jogos de tabuleiros, em conjunto com elementos digitais, como robôs como assistente ou realidade aumentada.
Palavras-chave:
neurodivergente, transtorno do espectro autista, TDAH, jogo de tabuleiro, intervenção
Referências
American Psychiatric Association (2014). DSM-5: Manual diagnóstico e estatístico de transtornos mentais. Artmed Editora.
Bin Idris, I. H., Mustapha, S., Aljibori, H. S., Jameel Al-Tamimi, A. N., Mohammed, M. N., e Alfiras, M. (2023). Enhancing children’s communication skills through an interactive ar board game. In 2023 IEEE 8th International Conference on Engineering Technologies and Applied Sciences (ICETAS), pages 1–6.
Cerezo, E., González-González, C. S., e Bonillo, C. (2024). Empowering soft skills in children with adhd through the co-creation of tangible tabletop games. Universal Access in the Information Society, 23(1):3 – 21. Cited by: 4; All Open Access, Hybrid Gold Open Access.
da Silva Balbino, V., de Oliveira, A. F., Chilingue, M. B., Braz, R. M. M., e Pinto, S. C. C. (2023). Jogos de tabuleiro como ferramentas para estímulo ao pensamento computacional em estudantes com tea. In Workshop de Pensamento Computacional e Inclusão (WPCI), pages 55–64. SBC.
Dehnavi, F. e Khan, A. (2024). Time-based and event-based prospective memory in adults with autism spectrum disorder: A virtual week investigation. Journal of Autism and Developmental Disorders, 54(6):2298 – 2306. Cited by: 5.
Estrada-Plana, V., Esquerda, M., Mangues, R., March-Llanes, J., e Moya-Higueras, J. (2019). A pilot study of the efficacy of a cognitive training based on board games in children with attention-deficit/hyperactivity disorder: A randomized controlled trial. Games for health journal, 8(4):265–274.
Guneysu Ozgur, A., Majlesi, A. R., Taburet, V., Meijer, S., Leite, I., e Kuoppamäki, S. (2022). Designing tangible robot mediated co-located games to enhance social inclusion for neurodivergent children. In Proceedings of the 21st Annual ACM Interaction Design and Children Conference, pages 536–543.
Hsu, H.-T. e Lee, I.-J. (2020). Using augmented reality technology with serial learning framework to develop a serial social story situation board game system for children with autism to improve social situation understanding and social reciprocity skills. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 12189 LNCS:3 – 18. Cited by: 8.
Jordaan, D. B. (2018). Board games in the computer science class to improve students’ knowledge of the python programming language. In 2018 International Conference on Intelligent and Innovative Computing Applications (ICONIC), pages 1–5.
Kanwal, A., Hanzala, A., Javed, K., e Ahmed, T. (2024). Arais-activity recognition of autism children during intervention sessions. In 2024 7th International Conference on Machine Learning and Natural Language Processing (MLNLP), pages 1–6.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004):1–26.
Linstead, E., German, R., Dixon, D., Granpeesheh, D., Novack, M., e Powell, A. (2015). An application of neural networks to predicting mastery of learning outcomes in the treatment of autism spectrum disorder. In 2015 IEEE 14th International Conference on Machine Learning and Applications (ICMLA), pages 414–418.
Lok, K. I., Chiang, H.-M., Lin, Y.-H., e Jiang, C. (2024). Trying a board game intervention on children with autism spectrum disorder in macau: how do they react? International Journal of Developmental Disabilities, 70(3):416 – 424. Cited by: 2; All Open Access, Green Open Access.
Malliakas, E., Jiménez-Fanjul, N., e Marín-Díaz, V. (2021). Educational intervention through a board game for the teaching of mathematics to dyslexic greek students. Social Sciences, 10(10):370.
Peisley, M., Foster, T. M., e Sargisson, R. J. (2020). Reinforcing the prospective remembering of children with autism spectrum disorder. Journal of Applied Behavior Analysis, 53(1):121 – 133. Cited by: 3; All Open Access, Bronze Open Access.
Pliasa, S. e Fachantidis, N. (2021). Mobile technologies serious games for the development of social skills in children with autism spectrum disorders, in enhanced with socially assistive robots interventions. Advances in Intelligent Systems and Computing, 1192 AISC:618 – 628. Cited by: 3.
Bin Idris, I. H., Mustapha, S., Aljibori, H. S., Jameel Al-Tamimi, A. N., Mohammed, M. N., e Alfiras, M. (2023). Enhancing children’s communication skills through an interactive ar board game. In 2023 IEEE 8th International Conference on Engineering Technologies and Applied Sciences (ICETAS), pages 1–6.
Cerezo, E., González-González, C. S., e Bonillo, C. (2024). Empowering soft skills in children with adhd through the co-creation of tangible tabletop games. Universal Access in the Information Society, 23(1):3 – 21. Cited by: 4; All Open Access, Hybrid Gold Open Access.
da Silva Balbino, V., de Oliveira, A. F., Chilingue, M. B., Braz, R. M. M., e Pinto, S. C. C. (2023). Jogos de tabuleiro como ferramentas para estímulo ao pensamento computacional em estudantes com tea. In Workshop de Pensamento Computacional e Inclusão (WPCI), pages 55–64. SBC.
Dehnavi, F. e Khan, A. (2024). Time-based and event-based prospective memory in adults with autism spectrum disorder: A virtual week investigation. Journal of Autism and Developmental Disorders, 54(6):2298 – 2306. Cited by: 5.
Estrada-Plana, V., Esquerda, M., Mangues, R., March-Llanes, J., e Moya-Higueras, J. (2019). A pilot study of the efficacy of a cognitive training based on board games in children with attention-deficit/hyperactivity disorder: A randomized controlled trial. Games for health journal, 8(4):265–274.
Guneysu Ozgur, A., Majlesi, A. R., Taburet, V., Meijer, S., Leite, I., e Kuoppamäki, S. (2022). Designing tangible robot mediated co-located games to enhance social inclusion for neurodivergent children. In Proceedings of the 21st Annual ACM Interaction Design and Children Conference, pages 536–543.
Hsu, H.-T. e Lee, I.-J. (2020). Using augmented reality technology with serial learning framework to develop a serial social story situation board game system for children with autism to improve social situation understanding and social reciprocity skills. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 12189 LNCS:3 – 18. Cited by: 8.
Jordaan, D. B. (2018). Board games in the computer science class to improve students’ knowledge of the python programming language. In 2018 International Conference on Intelligent and Innovative Computing Applications (ICONIC), pages 1–5.
Kanwal, A., Hanzala, A., Javed, K., e Ahmed, T. (2024). Arais-activity recognition of autism children during intervention sessions. In 2024 7th International Conference on Machine Learning and Natural Language Processing (MLNLP), pages 1–6.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004):1–26.
Linstead, E., German, R., Dixon, D., Granpeesheh, D., Novack, M., e Powell, A. (2015). An application of neural networks to predicting mastery of learning outcomes in the treatment of autism spectrum disorder. In 2015 IEEE 14th International Conference on Machine Learning and Applications (ICMLA), pages 414–418.
Lok, K. I., Chiang, H.-M., Lin, Y.-H., e Jiang, C. (2024). Trying a board game intervention on children with autism spectrum disorder in macau: how do they react? International Journal of Developmental Disabilities, 70(3):416 – 424. Cited by: 2; All Open Access, Green Open Access.
Malliakas, E., Jiménez-Fanjul, N., e Marín-Díaz, V. (2021). Educational intervention through a board game for the teaching of mathematics to dyslexic greek students. Social Sciences, 10(10):370.
Peisley, M., Foster, T. M., e Sargisson, R. J. (2020). Reinforcing the prospective remembering of children with autism spectrum disorder. Journal of Applied Behavior Analysis, 53(1):121 – 133. Cited by: 3; All Open Access, Bronze Open Access.
Pliasa, S. e Fachantidis, N. (2021). Mobile technologies serious games for the development of social skills in children with autism spectrum disorders, in enhanced with socially assistive robots interventions. Advances in Intelligent Systems and Computing, 1192 AISC:618 – 628. Cited by: 3.
Publicado
30/09/2025
Como Citar
NERY, João Gabriel Alves; PEREIRA, Pedro Vinícius de Araujo; SILVA, Gilton José Ferreira da; DANTAS, Daniel Oliveira.
Influência dos jogos de tabuleiro no desenvolvimento de pessoas neurodivergentes: Uma revisão sistemática. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 24. , 2025, Salvador/BA.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 2287-2298.
DOI: https://doi.org/10.5753/sbgames.2025.10098.
