Computational Thinking and Learning Disabilities: A Systematic Review
Resumo
This paper presents a systematic literature review on how computational thinking is approached for individuals with learning disabilities, focusing on dyslexia, autism spectrum disorder, and attention-deficit/hyperactivity disorder. The findings emphasize benefits such as enhanced cognitive skills, increased engagement, autonomy in problem-solving, and improved concept retention. However, gaps remain, including a lack of conceptual clarity around computational thinking; the absence of consensus on assessment methods within the analyzed studies, varying evaluation approaches depending on the teaching strategies used; and a scarcity of studies on specific disabilities like dyscalculia.Referências
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Arslanyilmaz, A., Briley, M. L., Boerio, G. V., Petridis, K., Ilyas, R., and Yu, F. (2024). The Impact of a Computing Curriculum Accessible to Students with ASD on the Development of Computing Artifacts. Knowledge, 4(1):85–95.
Barr, V. and Stephenson, C. (2011). Bringing Computational Thinking to K-12: What is Involved and What is the Role of the Computer Science Education Community? ACM inroads, 2(1):48–54.
Baykal, G. E., Van Mechelen, M., and Eriksson, E. (2020). Collaborative Technologies for Children with Special Needs: A Systematic Literature Review. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, pages 1–13.
Bradley, M. M. and Lang, P. J. (1994). Measuring Emotion: the Self-Assessment Manikin and the Semantic Differential. Journal of Behavior Therapy and Experimental Psychiatry, 25(1):49–59.
Brennan, K. and Resnick, M. (2012). New Frameworks for Studying and Assessing the Development of Computational Thinking. In Proceedings of the 2012 Annual Meeting of the American Educational Research Association, Vancouver, Canada, volume 1, page 25.
Brooke, J. (2013). SUS: A Retrospective. Journal of Usability Studies, 8(2).
Elshahawy, M., Bakhaty, M., and Sharaf, N. (2020). Developing Computational Thinking for Children with Autism using a Serious Game. In 2020 24th International Conference Information Visualisation (IV), pages 761–766.
Gadia, C. (2006). Aprendizagem e Autismo: Transtornos da Aprendizagem: Abordagem Neuropsicológica e Multidisciplinar. Porto Alegre: Artmed.
ISTE and CSTA (2011a). Computational Thinking in K–12 Education Leadership Toolkit. Computer Science Teacher Association: [link] adresinden alındı.
ISTE and CSTA (2011b). Operational Definition of Computational Thinking for K-12 Education. National Science Foundation.
Jurgina, L., Borges, V., Júnior, L. R., Aguiar, M., and Primo, T. (2023). Direcionando Tecnologia para a Dislexia: Um Guia Prático para a Criação de TDICs. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 1050–1061, Porto Alegre, RS, Brasil. SBC.
Kert, S. B., Yeni, S., and Fatih Erkoç, M. (2022). Enhancing Computational Thinking Skills of Students with Disabilities. Instructional Science, 50(4):625–651.
Kim, M., Kim, J., and Lee, W. (2024). Enhancing Computational Thinking in Students with Autism Spectrum Disorder and Intellectual Disabilities: A Robot Programming Approach. International Journal of Developmental Disabilities, 0(0):1–16.
Kitchenham, B. (2004). Procedures for Performing Systematic Reviews. Keele, UK, Keele University, 33(2004):1–26.
Lima, N. A., David, P. B., and Mendes, D. L. L. L. (2024). O Uso do Scratch no Desenvolvimento de Habilidades Cognitivas e Socioemocionais de Estudantes Autistas.
Maia, M. I. R. and Confortin, H. (2015). TDAH e Aprendizagem: Um Desafio para a Educação. Revista Perspectiva, 39(48):73–84.
Malpartida, K. and Rodrigues, K. (2024). Jogos Digitais Sérios Usados para o Exercício de Habilidades do Pensamento Computacional em Crianças com Transtorno do Espectro Autista. In Proceedings of the 30th Brazilian Symposium on Multimedia and the Web, pages 206–214, Porto Alegre, RS, Brasil. SBC.
Munoz, R., Villarroel, R., Barcelos, T. S., Riquelme, F., Quezada, A., and Bustos-Valenzuela, P. (2018). Developing Computational Thinking Skills in Adolescents with Autism Spectrum Disorder Through Digital Game Programming. IEEE Access, 6:63880–63889.
Nadeem, A., Rubaab, J., Qayyum, R., and Rana, T. (2021). Enhancing Computational Thinking of Children with Dyslexia using Visual Programming Languages Model.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., et al. (2021). The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. Bmj, 372.
Pestun, M. S. V., Ciasca, S., and Gonçalves, V. M. G. (2002). A Importância da Equipe Interdisciplinar no Diagnóstico de Dislexia do Desenvolvimento: Relato de Caso. Arquivos de Neuro-Psiquiatria, 60:328–332.
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., et al. (2009). Scratch: Programming for All. Communications of the ACM, 52(11):60–67.
Román-González, M., Moreno-León, J., and Robles, G. (2017). Complementary Tools for Computational Thinking Assessment. In Proceedings of International Conference on Computational Thinking Education (CTE 2017), S. C Kong, J Sheldon, and K. Y Li (Eds.). The Education University of Hong Kong, pages 154–159.
Santos, F. d. S., Salgado, A. d. L., Paiva, D. M. B., Fortes, R. P. D. M., and Gama, S. P. (2022). A Specialized Cognitive Walkthrough to Evaluate Digital Games for the Elderly. In Proceedings of the 10th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion, pages 166–171.
Selby, C. and Woollard, J. (2013). Computational Thinking: The Developing Definition.
Silva, F. F. d., Beatrys Ruiz Aylon, L., and Flôr, D. E. (2020). Teaching Computational Thinking to a Student with Attention Deficit Through Programming. In 2020 IEEE Frontiers in Education Conference (FIE), pages 1–9.
Simas, E. and Motta, C. (2019). Pensamento Computacional Desplugado e Transtornos do Aprendizado: Experiência na Educação Básica. In Anais do XXV Workshop de Informática na Escola, pages 1329–1333, Porto Alegre, RS, Brasil. SBC.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., and Wilensky, U. (2016). Defining Computational Thinking for Mathematics and Science Classrooms. Journal of Science Education and Technology, 25:127–147.
Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3):33–35.
Ávila, C. M. O. and Cavalheiro, S. A. d. C. (2022). Rubrica Construcionista para Avaliação de Atividades Didáticas. In Anais do XXX Workshop sobre Educação em Computação, pages 310–321. SBC.
Arslanyilmaz, A., Briley, M. L., Boerio, G. V., Petridis, K., Ilyas, R., and Yu, F. (2024). The Impact of a Computing Curriculum Accessible to Students with ASD on the Development of Computing Artifacts. Knowledge, 4(1):85–95.
Barr, V. and Stephenson, C. (2011). Bringing Computational Thinking to K-12: What is Involved and What is the Role of the Computer Science Education Community? ACM inroads, 2(1):48–54.
Baykal, G. E., Van Mechelen, M., and Eriksson, E. (2020). Collaborative Technologies for Children with Special Needs: A Systematic Literature Review. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, pages 1–13.
Bradley, M. M. and Lang, P. J. (1994). Measuring Emotion: the Self-Assessment Manikin and the Semantic Differential. Journal of Behavior Therapy and Experimental Psychiatry, 25(1):49–59.
Brennan, K. and Resnick, M. (2012). New Frameworks for Studying and Assessing the Development of Computational Thinking. In Proceedings of the 2012 Annual Meeting of the American Educational Research Association, Vancouver, Canada, volume 1, page 25.
Brooke, J. (2013). SUS: A Retrospective. Journal of Usability Studies, 8(2).
Elshahawy, M., Bakhaty, M., and Sharaf, N. (2020). Developing Computational Thinking for Children with Autism using a Serious Game. In 2020 24th International Conference Information Visualisation (IV), pages 761–766.
Gadia, C. (2006). Aprendizagem e Autismo: Transtornos da Aprendizagem: Abordagem Neuropsicológica e Multidisciplinar. Porto Alegre: Artmed.
ISTE and CSTA (2011a). Computational Thinking in K–12 Education Leadership Toolkit. Computer Science Teacher Association: [link] adresinden alındı.
ISTE and CSTA (2011b). Operational Definition of Computational Thinking for K-12 Education. National Science Foundation.
Jurgina, L., Borges, V., Júnior, L. R., Aguiar, M., and Primo, T. (2023). Direcionando Tecnologia para a Dislexia: Um Guia Prático para a Criação de TDICs. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 1050–1061, Porto Alegre, RS, Brasil. SBC.
Kert, S. B., Yeni, S., and Fatih Erkoç, M. (2022). Enhancing Computational Thinking Skills of Students with Disabilities. Instructional Science, 50(4):625–651.
Kim, M., Kim, J., and Lee, W. (2024). Enhancing Computational Thinking in Students with Autism Spectrum Disorder and Intellectual Disabilities: A Robot Programming Approach. International Journal of Developmental Disabilities, 0(0):1–16.
Kitchenham, B. (2004). Procedures for Performing Systematic Reviews. Keele, UK, Keele University, 33(2004):1–26.
Lima, N. A., David, P. B., and Mendes, D. L. L. L. (2024). O Uso do Scratch no Desenvolvimento de Habilidades Cognitivas e Socioemocionais de Estudantes Autistas.
Maia, M. I. R. and Confortin, H. (2015). TDAH e Aprendizagem: Um Desafio para a Educação. Revista Perspectiva, 39(48):73–84.
Malpartida, K. and Rodrigues, K. (2024). Jogos Digitais Sérios Usados para o Exercício de Habilidades do Pensamento Computacional em Crianças com Transtorno do Espectro Autista. In Proceedings of the 30th Brazilian Symposium on Multimedia and the Web, pages 206–214, Porto Alegre, RS, Brasil. SBC.
Munoz, R., Villarroel, R., Barcelos, T. S., Riquelme, F., Quezada, A., and Bustos-Valenzuela, P. (2018). Developing Computational Thinking Skills in Adolescents with Autism Spectrum Disorder Through Digital Game Programming. IEEE Access, 6:63880–63889.
Nadeem, A., Rubaab, J., Qayyum, R., and Rana, T. (2021). Enhancing Computational Thinking of Children with Dyslexia using Visual Programming Languages Model.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., et al. (2021). The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. Bmj, 372.
Pestun, M. S. V., Ciasca, S., and Gonçalves, V. M. G. (2002). A Importância da Equipe Interdisciplinar no Diagnóstico de Dislexia do Desenvolvimento: Relato de Caso. Arquivos de Neuro-Psiquiatria, 60:328–332.
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., et al. (2009). Scratch: Programming for All. Communications of the ACM, 52(11):60–67.
Román-González, M., Moreno-León, J., and Robles, G. (2017). Complementary Tools for Computational Thinking Assessment. In Proceedings of International Conference on Computational Thinking Education (CTE 2017), S. C Kong, J Sheldon, and K. Y Li (Eds.). The Education University of Hong Kong, pages 154–159.
Santos, F. d. S., Salgado, A. d. L., Paiva, D. M. B., Fortes, R. P. D. M., and Gama, S. P. (2022). A Specialized Cognitive Walkthrough to Evaluate Digital Games for the Elderly. In Proceedings of the 10th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion, pages 166–171.
Selby, C. and Woollard, J. (2013). Computational Thinking: The Developing Definition.
Silva, F. F. d., Beatrys Ruiz Aylon, L., and Flôr, D. E. (2020). Teaching Computational Thinking to a Student with Attention Deficit Through Programming. In 2020 IEEE Frontiers in Education Conference (FIE), pages 1–9.
Simas, E. and Motta, C. (2019). Pensamento Computacional Desplugado e Transtornos do Aprendizado: Experiência na Educação Básica. In Anais do XXV Workshop de Informática na Escola, pages 1329–1333, Porto Alegre, RS, Brasil. SBC.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., and Wilensky, U. (2016). Defining Computational Thinking for Mathematics and Science Classrooms. Journal of Science Education and Technology, 25:127–147.
Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3):33–35.
Ávila, C. M. O. and Cavalheiro, S. A. d. C. (2022). Rubrica Construcionista para Avaliação de Atividades Didáticas. In Anais do XXX Workshop sobre Educação em Computação, pages 310–321. SBC.
Publicado
20/07/2025
Como Citar
VEIGA, Júlia et al.
Computational Thinking and Learning Disabilities: A Systematic Review. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 33. , 2025, Maceió/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 1127-1139.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2025.8974.
