LetraMania: A Game Design Analysis for Accessibility in Digital Games Targeting Children with Autism Spectrum Disorder
Resumo
Introduction: Digital games designed for children with Autism Spectrum Disorder (ASD) must address challenges related to cognitive load, sensory sensitivity, and interaction predictability, which are often not fully considered in existing solutions. Objective: This work presents a game design analysis of LetraMania, an educational game focused on word formation, aiming to evaluate how its mechanics and interaction design support accessibility for neurodivergent users. Steps: The analysis examines core aspects of the system, including interaction mechanics, interface design, multimodal feedback, difficulty progression, and behavioral metric collection, grounding the discussion in literature on serious games and accessibility. Expected Results: The study identifies design decisions aligned with ASD user needs, such as simplicity, consistency, and immediate feedback, while also highlighting limitations in adaptability, sensory control, and personalization. The results contribute a set of design guidelines to support the development of more accessible digital games for neurodivergent audiences.
Palavras-chave:
Autism Spectrum Disorder (ASD), Serious Games, Game Accessibility, Game Design, Cognitive Load, Neurodivergent Users
Referências
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Washington, DC, 5 edition.
Costello, R. e Donovan, J. (2019). How game designers can account for those with Autism Spectrum Disorder when designing game experiences. International Journal of End-User Computing and Development, 8(2):29–55.
Fabossi, L. A. (2014). Design de aplicativo para tablets para crianças em educação infantil.
Falcade, A., Abegg, I., e Falcade, L. (2025). Teoria da carga cognitiva: Aproximação de ideias e conceitos. Inter-Ação, 45(3).
Grossard, C. et al. (2017). Serious games to teach social interactions and emotions to individuals with autism spectrum disorders. Computers & Education, 113:195–211.
Liu, F. (2018). Children’s cognitive development and implications for digital design.
Liu, Z. et al. (2025). Framework for adaptive multimodal serious games for early intervention of autistic children. Computers & Education: Artificial Intelligence, 8.
Matsuda, S. et al. (2025). Eggly: Designing mobile augmented reality neurofeedback training games for children with autism spectrum disorder. arXiv preprint arXiv:2503.04984.
Melo, A. et al. (2025). Towards serious games through a playful approach for children with autism spectrum disorder. International Journal of Child-Computer Interaction, 44.
Nielsen, J. e Loranger, H. (2007). Usabilidade na web. Elsevier, Rio de Janeiro. Tradução de Edson Furmankiewicz e Carlos Schafranski. 3. reimpressão.
Rasch, L. E., Guilherme, G. M. S., Pinho, R. M. d., Santos, P. B. d., Tavares, T. A., Cassuriaga, T. V., e Ritta, S. (2026). Letramania: Inovação digital em saúde e educação inclusiva para pessoas com transtorno do espectro autista (tea). Anais do Computer on the Beach.
Rezayi, S. et al. (2025). Impact of a serious games-based adaptive learning environment on developing communication skills and motivation among autistic children. Education and Information Technologies.
Rogers, Y., Sharp, H., e Preece, J. (2013). Design de interação. Bookman, Porto Alegre, 3 edition.
Sadruddin, M. M. (2025). Empowering learners with autism spectrum disorder (asd) through gamification. In Gamification and Inclusion. Springer, Cham.
Serna, A. et al. (2022). Method for the development of accessible mobile serious games for children with autism spectrum disorder. Applied Sciences, 12(7):3659.
Stöckel, S. et al. (2021). Interaction styles in context: Comparing drag-and-drop, point-and-touch, and touch in a mobile spelling game. International Journal of Human-Computer Interaction, 37(9).
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68:1–16.
Wang, Z. et al. (2025). The effect of game-based interventions on children and adolescents with autism spectrum disorder: A systematic review and meta-analysis. Frontiers in Pediatrics, 13.
Costello, R. e Donovan, J. (2019). How game designers can account for those with Autism Spectrum Disorder when designing game experiences. International Journal of End-User Computing and Development, 8(2):29–55.
Fabossi, L. A. (2014). Design de aplicativo para tablets para crianças em educação infantil.
Falcade, A., Abegg, I., e Falcade, L. (2025). Teoria da carga cognitiva: Aproximação de ideias e conceitos. Inter-Ação, 45(3).
Grossard, C. et al. (2017). Serious games to teach social interactions and emotions to individuals with autism spectrum disorders. Computers & Education, 113:195–211.
Liu, F. (2018). Children’s cognitive development and implications for digital design.
Liu, Z. et al. (2025). Framework for adaptive multimodal serious games for early intervention of autistic children. Computers & Education: Artificial Intelligence, 8.
Matsuda, S. et al. (2025). Eggly: Designing mobile augmented reality neurofeedback training games for children with autism spectrum disorder. arXiv preprint arXiv:2503.04984.
Melo, A. et al. (2025). Towards serious games through a playful approach for children with autism spectrum disorder. International Journal of Child-Computer Interaction, 44.
Nielsen, J. e Loranger, H. (2007). Usabilidade na web. Elsevier, Rio de Janeiro. Tradução de Edson Furmankiewicz e Carlos Schafranski. 3. reimpressão.
Rasch, L. E., Guilherme, G. M. S., Pinho, R. M. d., Santos, P. B. d., Tavares, T. A., Cassuriaga, T. V., e Ritta, S. (2026). Letramania: Inovação digital em saúde e educação inclusiva para pessoas com transtorno do espectro autista (tea). Anais do Computer on the Beach.
Rezayi, S. et al. (2025). Impact of a serious games-based adaptive learning environment on developing communication skills and motivation among autistic children. Education and Information Technologies.
Rogers, Y., Sharp, H., e Preece, J. (2013). Design de interação. Bookman, Porto Alegre, 3 edition.
Sadruddin, M. M. (2025). Empowering learners with autism spectrum disorder (asd) through gamification. In Gamification and Inclusion. Springer, Cham.
Serna, A. et al. (2022). Method for the development of accessible mobile serious games for children with autism spectrum disorder. Applied Sciences, 12(7):3659.
Stöckel, S. et al. (2021). Interaction styles in context: Comparing drag-and-drop, point-and-touch, and touch in a mobile spelling game. International Journal of Human-Computer Interaction, 37(9).
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68:1–16.
Wang, Z. et al. (2025). The effect of game-based interventions on children and adolescents with autism spectrum disorder: A systematic review and meta-analysis. Frontiers in Pediatrics, 13.
Publicado
29/09/2026
Como Citar
RASCH, Luis Eduardo; GUILHERME, Gabriel Moura de Sousa; AZEVEDO, Daniela Alves de; RITTA, Ânderson dos Santos; TAVARES, Tatiana.
LetraMania: A Game Design Analysis for Accessibility in Digital Games Targeting Children with Autism Spectrum Disorder. In: TRILHA DE ARTES & DESIGN – ARTIGOS CURTOS - SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 25. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 98-104.
DOI: https://doi.org/10.5753/sbgames_estendido.2026.26071.
