Requisitos para Jogos Sérios Ativos em Chão Interativo para o Público Autista
Resumo
Este artigo descreve os requisitos de sistema encontrados através de (i) uma busca na literatura científica sobre estudos relacionados ao hardware para uso de jogos digitais sérios ativos (exergames) com a população com transtorno do espectro autista (TEA) e (ii) uma lista de requisitos para desenvolvimento de exergames para chão interativo, criada através de entrevistas com 41 especialistas na área de TEA. Foram estabelecidos 3 requisitos de hardware e 27 requisitos de software para um exergame de chão interativo objetivando processamento sensorial.
Palavras-chave:
Autismo, Jogos Sérios, Jogos Ativos, Chão Interativo, Projeto de Jogos
Referências
Alvarez, J. e Djaouti, D. (2011) “An introduction to Serious Game Definitions and Concepts”, Anais do Serious Games & Simulation for Risks Management Workshop, p. 11-15.
APA-American Psychiatric Association (2014). “DSM-5: Manual dia gnóstico e estatístico de transtornos mentais, “Artmed Editora: Porto Alegre.
Caro, K. et al. (2017), “Using the FroggyBobby exergame to support eye-body coordination development of children with severe autism”, International Journal of Human –Computer Studies, vol.105, no.1, p.12 – 27.
CDC-Center for Disease and Prevention (2018). “Prevalence of autism spectrum disorders: Autism and developmental disabilities monitoring network. https://www.cdc.gov/mmwr/volumes/70/ss/ss7011a1.htm, Maio de 2022.
Chuang, T. e Kuo, M. (2016), “A Motion-Sensing Game-Based Therapy to Foster the Learning of Children with Sensory Integration Dysfunction”, Journal of Educational Technology & Society, vol 19, no. 1, p. 4 – 16.
Cibrian, F.L. et al. (2014). “Hunting relics: A Collaborative Exergame on an Interactive Floor for Children”, Anais do 2014 ACM International Joint Conference on Pervasive and Ubiquitous Computing, p. 223 – 226.
Edwards, J. et al. (2017), “Does playing a sports active video game improv e object control skills of children with autism spectrum disorder?”, Journal of Sport and Health Science, vol. 6, no.1, p.17 – 24.
Hanley, C. A. et al. (2011), “Autism and exergaming: effects on repetitive behaviors and cognition”, Psychology Research and Behavior Management, vol. 4, no.1, p.129 – 137.
Hilton, C. L. et al. (2014), “Effects of Exergaming on Executive Function and Motor Skills in Children with Autism Spectrum Disorder: A Pilot Study”, The American Journal of Occupational Therapy, vol. 68, no.1, p.57 – 65.
Lima, J. L. et al. (2020) “Exergames for Children and Adolescents with Autism Spectrum Disorder: An Overview”, Clinical Practice & Epidemiology in Mental Health, vol. 16, no. 1, p.1 – 6.
Mora-Guiard J. et al. (2016). “Lands of fog: Helping children with Autism in social interaction through a full-body interactive experience”, Anais do 15th International Conference on Interaction Design and Children, p. 262 – 274.
Moriya, K. et al. (2021) “Playing with invisible animals: An interactive system of floor-projected footprints to encourage children’s imagination”, International Journal of Child-Computer Interaction, vol. 32, n o.1, p. 1 – 9.
Oliveira, C. (2016) “Um Retrato do Autismo no Brasil”, Revista Espaço Aberto, Edição no. 170, 6 de abril. São Paulo, Brasi l.
Ruggeri, A. et al. (2020) “The effect of mot or and physical activity intervention on motor outcomes of children with autism spectrum disorder: A systematic review”, Autism, vol. 24, no.3, p. 544-568.
Rutes, W. D. F. et al. (2015), “PEED: Uma metodologia para promoção do envolvimento de especialistas de domínio e m projetos acadêmicos de jogos sérios”, nos Anais do XIV Simpósio Brasileiro de Jogos e Entretenimento Digital, p.447-454.
Sales, K. M. B. e M achado, A. C. M. (2020), “Utilização de exergames no desenvolvimento da interação social de discentes com TEA”, Revista Inter saberes, vol. 15, no. 35, p.515-541.
Takahashi, I. et al. (2017), “FUTUREGYM: A gymnasium with interactive floor projection for children with special needs”, International Journal of Child-Computer Interaction, vol. 15, no.1, p. 37 – 47.
Tan, B. W. Z. et al. (2016). “A Meta-Analytic Review of the Efficacy of Physical Exercise Interventions on Cognition in Individuals with Autism Spectrum Disorder and ADHD”, Journal of Autism and Developmental Disorders, vol. 46, no. 9, p. 3126 – 3143.
Warren, Z. et al. (2011) “A Systematic Review of Early Intensive Intervention for Autism Spectrum Disorders”, Pediatrics, vol. 127, no. 5, p. e1312-e1322.
APA-American Psychiatric Association (2014). “DSM-5: Manual dia gnóstico e estatístico de transtornos mentais, “Artmed Editora: Porto Alegre.
Caro, K. et al. (2017), “Using the FroggyBobby exergame to support eye-body coordination development of children with severe autism”, International Journal of Human –Computer Studies, vol.105, no.1, p.12 – 27.
CDC-Center for Disease and Prevention (2018). “Prevalence of autism spectrum disorders: Autism and developmental disabilities monitoring network. https://www.cdc.gov/mmwr/volumes/70/ss/ss7011a1.htm, Maio de 2022.
Chuang, T. e Kuo, M. (2016), “A Motion-Sensing Game-Based Therapy to Foster the Learning of Children with Sensory Integration Dysfunction”, Journal of Educational Technology & Society, vol 19, no. 1, p. 4 – 16.
Cibrian, F.L. et al. (2014). “Hunting relics: A Collaborative Exergame on an Interactive Floor for Children”, Anais do 2014 ACM International Joint Conference on Pervasive and Ubiquitous Computing, p. 223 – 226.
Edwards, J. et al. (2017), “Does playing a sports active video game improv e object control skills of children with autism spectrum disorder?”, Journal of Sport and Health Science, vol. 6, no.1, p.17 – 24.
Hanley, C. A. et al. (2011), “Autism and exergaming: effects on repetitive behaviors and cognition”, Psychology Research and Behavior Management, vol. 4, no.1, p.129 – 137.
Hilton, C. L. et al. (2014), “Effects of Exergaming on Executive Function and Motor Skills in Children with Autism Spectrum Disorder: A Pilot Study”, The American Journal of Occupational Therapy, vol. 68, no.1, p.57 – 65.
Lima, J. L. et al. (2020) “Exergames for Children and Adolescents with Autism Spectrum Disorder: An Overview”, Clinical Practice & Epidemiology in Mental Health, vol. 16, no. 1, p.1 – 6.
Mora-Guiard J. et al. (2016). “Lands of fog: Helping children with Autism in social interaction through a full-body interactive experience”, Anais do 15th International Conference on Interaction Design and Children, p. 262 – 274.
Moriya, K. et al. (2021) “Playing with invisible animals: An interactive system of floor-projected footprints to encourage children’s imagination”, International Journal of Child-Computer Interaction, vol. 32, n o.1, p. 1 – 9.
Oliveira, C. (2016) “Um Retrato do Autismo no Brasil”, Revista Espaço Aberto, Edição no. 170, 6 de abril. São Paulo, Brasi l.
Ruggeri, A. et al. (2020) “The effect of mot or and physical activity intervention on motor outcomes of children with autism spectrum disorder: A systematic review”, Autism, vol. 24, no.3, p. 544-568.
Rutes, W. D. F. et al. (2015), “PEED: Uma metodologia para promoção do envolvimento de especialistas de domínio e m projetos acadêmicos de jogos sérios”, nos Anais do XIV Simpósio Brasileiro de Jogos e Entretenimento Digital, p.447-454.
Sales, K. M. B. e M achado, A. C. M. (2020), “Utilização de exergames no desenvolvimento da interação social de discentes com TEA”, Revista Inter saberes, vol. 15, no. 35, p.515-541.
Takahashi, I. et al. (2017), “FUTUREGYM: A gymnasium with interactive floor projection for children with special needs”, International Journal of Child-Computer Interaction, vol. 15, no.1, p. 37 – 47.
Tan, B. W. Z. et al. (2016). “A Meta-Analytic Review of the Efficacy of Physical Exercise Interventions on Cognition in Individuals with Autism Spectrum Disorder and ADHD”, Journal of Autism and Developmental Disorders, vol. 46, no. 9, p. 3126 – 3143.
Warren, Z. et al. (2011) “A Systematic Review of Early Intensive Intervention for Autism Spectrum Disorders”, Pediatrics, vol. 127, no. 5, p. e1312-e1322.
Publicado
24/10/2022
Como Citar
TRINDADE, André Bonetto; PEREIRA, Gabriel Brunelli; HOUNSELL, Marcelo da Silva.
Requisitos para Jogos Sérios Ativos em Chão Interativo para o Público Autista. In: TRILHA DE EDUCAÇÃO – ARTIGOS COMPLETOS - SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 21. , 2022, Natal/RN.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 542-551.
DOI: https://doi.org/10.5753/sbgames_estendido.2022.224921.
