Gamificação no ensino de ciências: estratégias para a inclusão de estudantes com Transtorno do Espectro Autista (TEA)

Abstract

This work, entitled “Gamification in Science Education: Strategies for the Inclusion of Students with Autism Spectrum Disorder (ASD),” investigates the potential of gamification as an inclusive pedagogical strategy. The research, based on a systematic literature review conducted between 2020 and 2025 in databases such as Google Scholar and CAPES Journals, examined nine scientific articles. The research identified a scenario of challenges to inclusion, such as the lack of specific teacher training and adapted resources. In parallel, it mapped successful pedagogical practices already in use, which include educational games, concrete resources, and assistive technology. These strategies demonstrated effectiveness in the engagement and learning of students with ASD. Although no study directly explored the intersection between gamification, science education, and ASD, central elements of gamification— such as rewards, immediate feedback, and gradual challenges—were present in the successful practices. In conclusion, gamification presents itself as a tool with great potential to make science education more dynamic and inclusive. However, the study highlights the pressing need for future empirical research that specifically explores this triad, in order to provide a foundation for strategies for a truly equitable and high-quality science education for all students.