Meu Jardim de Emoções: jogo para compreensão de expressões faciais para crianças e adolescentes autistas
Resumo
Neste trabalho é apresentado um jogo totalmente em português para o ensino de habilidades emocionais para crianças/adolescentes com autismo. O jogo Meu Jardim de Emoções é formado por situações do cotidiano infantil e adolescente, onde o jogador deve selecionar a melhor emoção retratada na animação, através do nome da emoção e sua respectiva representação facial. Muitos dos problemas com autistas na detecção de emoções são devido à sua falta de compreensão de outras visões e a percepção do fato de que as pessoas têm perspectivas diferentes. Assim, em Meu Jardim de Emoções o jogador é apresentado a situações do cotidiano para compreender os diferentes aspectos das emoções e assim melhorar sua qualidade de vida e suas interações sociais.
Palavras-chave:
Espectro autista, compreensão de expressões faciais, TEA, jogos educacionais
Referências
P. T. Gomes, L. H. Lima, M. K. Bueno, L. A. Araújo, and N. M. Souza, “Autism in brazil: a systematic review of family challenges and coping strategies,” Jornal de Pediatria, vol. 91, no. 2, p. 111–121, 2015.
S. R. Sharma, X. Gonda, and F. I. Tarazi, “Autism spectrum disorder: Classification, diagnosis and therapy,” Pharmacology & Therapeutics, vol. 190, p. 91–104, 2018.
L. Kanner, “Autistic disturbances of affective contact,” Nervous Child, vol. 2, p. 217–250, 1943.
“Lei numerada - 12764 de 27/12/2012, publicação original [diário oficial da união de 28/12/2012].” [Online]. Available: https://legis.senado.leg.br/norma/588140/publicacao/15779863
G. Vivanti, K. Bottema-Beutel, and L. Turner-Brown, “Applied behavior analytic approaches to early intervention for children with autism,” in Clinical Guide to Early Interventions for Children with Autism. Springer International Publishing, 2020.
J. Paynter, S. Luskin-Saxby, D. Keen, K. Fordyce, G. Frost, C. Imms, S. Miller, R. Sutherland, D. Trembath, M. Tucker, and et al., “Brief report: Perceived evidence and use of autism intervention strategies in early intervention providers,” Journal of autism and developmental disorders, vol. 50, no. 3, p. 1088–1094, 2020.
C. Grossard, S. Hun, A. Dapogny, E. Juillet, F. Hamel, H. Jean-Marie, J. Bourgeois, H. Pellerin, P. Foulon, S. Serret, and et al., “Teaching facial expression production in autism: The serious game jemime,” Creative Education, vol. 10, no. 11, p. 2347–2366, 2019.
S. Boucenna, A. Narzisi, E. Tilmont, F. Muratori, G. Pioggia, and D. Cohen, “Interactive technologies for autistic children: A review,” Cognitive Computation, vol. 6, p. 722–740, 2014.
C. Barbosa, A. Artoni, and A. Felinto, “Jogos educativos para crianças com transtorno do espectro autista: auxílio na comunicação e alfabetização,” in SBC - Proceedings of SBGames 2020, 2020.
J. Piaget, I. Bärbel, and O. M. Cajado, A psicologia da criança. Difel, 2006.
L. Vygotsky, The problem of the environment. Basil Blackwell Ltd, 1994.
F. Mora, Neuroeducación: sólo se puede aprender aquello que se ama. Alianza, 2019.
K. F. Swaiman, Swaimans Pediatric neurology: principles and practice. Elsevier, 2018.
D. L. Christensen, J. Baio, K. Van Naarden Braun, D. Bilder, J. Charles, J. N. Constantino, J. Daniels, M. S. Durkin, R. T. Fitzgerald, M. Kurzius-Spencer, L. C. Lee, S. Pettygrove, C. Robinson, E. Schulz, C. Wells, M. S. Wingate, W. Zahorodny, and M. Yeargin-Allsopp, “Prevalence and characteristics of autism spectrum disorder among children aged 8 years–autism and developmental disabilities monitoring network, 11 sites, united states, 2012,” Morbidity and mortality weekly report, Surveillance summaries, vol. 65, p. 1–23, 2016.
A. Navan and A. Khaleghi, “Using gamification to improve the education quality of children with autism,” Revista Científica, vol. 37, p. 90–106, 2019.
P. Mitchell, S. Parsons, and A. Leonard, “Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders,” Journal of Autism and Developmental Disorders, vol. 37, p. 589–600, 2007.
N. Josman, H. M. Ben-Chaim, S. Friedrich, and P. L. Weiss, “Effectiveness of virtual reality for teaching street-crossing skills to children and adolescents with autism,” International Journal on Disability and Human Development, vol. 7, no. 1, p. 49–56, 2008.
C. Grossard, O. Grynspan, S. Serret, A.-L. Jouen, K. Bailly, and D. Cohen, “Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (asd),” Computers and Education, vol. 113, p. 195–211, 2017.
C. Amiet, I. Gourfinkel-An, C. Laurent, N. Bodeau, B. Génin, E. Le- guern, S. Tordjman, and D. Cohen, “Does epilepsy in multiplex autism pedigrees define a different subgroup in terms of clinical characteristics and genetic risk?” Molecular Autism, vol. 4, no. 1, 2013.
F. Assumpção-JR, M. Sprovieri, E. Kuczynski, and V. Farinha, “Reconhecimento facial e autismo,” Arquivos de Neuro-Psiquiatria, vol. 57, no. 4, p. 944–949, 1999.
P. Ekman, Emotions revealed: recognizing faces and feelings to improve communication and emotional life. Henry Holt and Co., 2007.
R. Plutchik, Emotions and life: perspectives from psychology, biology, and evolution. American Psychological Association, 2005.
A. S. Cowen and D. Keltner, “Self-report captures 27 distinct catego- ries of emotion bridged by continuous gradients,” Proceedings of the National Academy of Sciences, vol. 114, no. 38, 2017.
C. M. Paxiuba and C. P. Lima, “Uma abordagem metodológica experimental para relacionar emoções e aprendizagem utilizando reconhecimento de expressões faciais,” Revista Brasileira de Informática na Educação, vol. 28, p. 92–114, 2020.
F. D. M. Fernandes and C. A. de la Higuera Amato, “Applied behavior analysis and autism spectrum disorders: literature review,” Communica- tion Disorders, Audiology and Swallowing - CoDAS, vol. 25, p. 289–296, 2013.
L. A. Vismara and S. J. Rogers, “Behavioral treatments in autism spectrum disorder: What do we know?” Annual Review of Clinical Psychology, vol. 6, no. 1, p. 447–468, 2010.
S. R. Sharma, X. Gonda, and F. I. Tarazi, “Autism spectrum disorder: Classification, diagnosis and therapy,” Pharmacology & Therapeutics, vol. 190, p. 91–104, 2018.
L. Kanner, “Autistic disturbances of affective contact,” Nervous Child, vol. 2, p. 217–250, 1943.
“Lei numerada - 12764 de 27/12/2012, publicação original [diário oficial da união de 28/12/2012].” [Online]. Available: https://legis.senado.leg.br/norma/588140/publicacao/15779863
G. Vivanti, K. Bottema-Beutel, and L. Turner-Brown, “Applied behavior analytic approaches to early intervention for children with autism,” in Clinical Guide to Early Interventions for Children with Autism. Springer International Publishing, 2020.
J. Paynter, S. Luskin-Saxby, D. Keen, K. Fordyce, G. Frost, C. Imms, S. Miller, R. Sutherland, D. Trembath, M. Tucker, and et al., “Brief report: Perceived evidence and use of autism intervention strategies in early intervention providers,” Journal of autism and developmental disorders, vol. 50, no. 3, p. 1088–1094, 2020.
C. Grossard, S. Hun, A. Dapogny, E. Juillet, F. Hamel, H. Jean-Marie, J. Bourgeois, H. Pellerin, P. Foulon, S. Serret, and et al., “Teaching facial expression production in autism: The serious game jemime,” Creative Education, vol. 10, no. 11, p. 2347–2366, 2019.
S. Boucenna, A. Narzisi, E. Tilmont, F. Muratori, G. Pioggia, and D. Cohen, “Interactive technologies for autistic children: A review,” Cognitive Computation, vol. 6, p. 722–740, 2014.
C. Barbosa, A. Artoni, and A. Felinto, “Jogos educativos para crianças com transtorno do espectro autista: auxílio na comunicação e alfabetização,” in SBC - Proceedings of SBGames 2020, 2020.
J. Piaget, I. Bärbel, and O. M. Cajado, A psicologia da criança. Difel, 2006.
L. Vygotsky, The problem of the environment. Basil Blackwell Ltd, 1994.
F. Mora, Neuroeducación: sólo se puede aprender aquello que se ama. Alianza, 2019.
K. F. Swaiman, Swaimans Pediatric neurology: principles and practice. Elsevier, 2018.
D. L. Christensen, J. Baio, K. Van Naarden Braun, D. Bilder, J. Charles, J. N. Constantino, J. Daniels, M. S. Durkin, R. T. Fitzgerald, M. Kurzius-Spencer, L. C. Lee, S. Pettygrove, C. Robinson, E. Schulz, C. Wells, M. S. Wingate, W. Zahorodny, and M. Yeargin-Allsopp, “Prevalence and characteristics of autism spectrum disorder among children aged 8 years–autism and developmental disabilities monitoring network, 11 sites, united states, 2012,” Morbidity and mortality weekly report, Surveillance summaries, vol. 65, p. 1–23, 2016.
A. Navan and A. Khaleghi, “Using gamification to improve the education quality of children with autism,” Revista Científica, vol. 37, p. 90–106, 2019.
P. Mitchell, S. Parsons, and A. Leonard, “Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders,” Journal of Autism and Developmental Disorders, vol. 37, p. 589–600, 2007.
N. Josman, H. M. Ben-Chaim, S. Friedrich, and P. L. Weiss, “Effectiveness of virtual reality for teaching street-crossing skills to children and adolescents with autism,” International Journal on Disability and Human Development, vol. 7, no. 1, p. 49–56, 2008.
C. Grossard, O. Grynspan, S. Serret, A.-L. Jouen, K. Bailly, and D. Cohen, “Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (asd),” Computers and Education, vol. 113, p. 195–211, 2017.
C. Amiet, I. Gourfinkel-An, C. Laurent, N. Bodeau, B. Génin, E. Le- guern, S. Tordjman, and D. Cohen, “Does epilepsy in multiplex autism pedigrees define a different subgroup in terms of clinical characteristics and genetic risk?” Molecular Autism, vol. 4, no. 1, 2013.
F. Assumpção-JR, M. Sprovieri, E. Kuczynski, and V. Farinha, “Reconhecimento facial e autismo,” Arquivos de Neuro-Psiquiatria, vol. 57, no. 4, p. 944–949, 1999.
P. Ekman, Emotions revealed: recognizing faces and feelings to improve communication and emotional life. Henry Holt and Co., 2007.
R. Plutchik, Emotions and life: perspectives from psychology, biology, and evolution. American Psychological Association, 2005.
A. S. Cowen and D. Keltner, “Self-report captures 27 distinct catego- ries of emotion bridged by continuous gradients,” Proceedings of the National Academy of Sciences, vol. 114, no. 38, 2017.
C. M. Paxiuba and C. P. Lima, “Uma abordagem metodológica experimental para relacionar emoções e aprendizagem utilizando reconhecimento de expressões faciais,” Revista Brasileira de Informática na Educação, vol. 28, p. 92–114, 2020.
F. D. M. Fernandes and C. A. de la Higuera Amato, “Applied behavior analysis and autism spectrum disorders: literature review,” Communica- tion Disorders, Audiology and Swallowing - CoDAS, vol. 25, p. 289–296, 2013.
L. A. Vismara and S. J. Rogers, “Behavioral treatments in autism spectrum disorder: What do we know?” Annual Review of Clinical Psychology, vol. 6, no. 1, p. 447–468, 2010.
Publicado
18/10/2021
Como Citar
OLIVEIRA, Samara Ester Santos; ARANTES, Ana; MOTA, Virgínia Fernandes.
Meu Jardim de Emoções: jogo para compreensão de expressões faciais para crianças e adolescentes autistas. In: TRILHA DE EDUCAÇÃO – ARTIGOS COMPLETOS - SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 20. , 2021, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
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p. 549-555.
DOI: https://doi.org/10.5753/sbgames_estendido.2021.19688.
