PLAYFULNESS AND TECHNOLOGIES: GAMIFICATION IN SUPPORT OF THE INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN ELEMENTARY EDUCATION
Keywords:
Autism Spectrum Disorder, Playfulness, Gamification, Inclusive LearningAbstract
Playfulness is part of children's daily lives. From a very early age, students are introduced to games and toys as a form of distraction and entertainment. However, the didactic and pedagogical value of playfulness in the school environment cannot be ignored. In this perspective, this study had as its general objective to investigate how playfulness, through gamification, can contribute to the inclusion of students with Autism Spectrum Disorder (ASD) in Elementary School. The specific objectives included: investigating the theoretical foundations related to playfulness and its relevance in the inclusion process; identifying the main needs related to the teaching and learning process of students with ASD; and identifying different gamification strategies and their applications to create a more inclusive learning environment for students with ASD in Elementary School. To this end, a bibliographical research was carried out, based on the review of theoretical literature on playfulness, gamification, and school inclusion processes for students with ASD. The criteria adopted were: studies published in the last ten years and that were relevant to a better understanding of the phenomenon investigated through the research. The results indicate that gamification, by incorporating game elements into the school environment, favors engagement, motivation and the development of social and emotional skills of students with ASD. This approach creates more welcoming environments, facilitating communication, social interaction and the understanding of complex content in an accessible and enjoyable way. It is concluded that playfulness, especially through gamification, has great potential to promote inclusion, meeting the specific needs of these students and valuing their uniqueness. The implementation of gamified strategies, combined with inclusive pedagogical practices, can transform the school environment into a more motivating, collaborative and accessible space, contributing significantly to the comprehensive development of students with ASD.
