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Gamification as an Effective Resource in the Literacy of Students with Autism Spectrum Disorder

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Listed:
  • Gabriel Seixas Piquetti
  • Natieli Antonia Sobrinho Antonia Sobrinho
  • Tiago Moreno Lopes Roberto
  • Luiz Otávio Maciel L opes
  • Sônia Maria Maciel Lopes

Abstract

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition that significantly compromises cognitive, social, and communicative functioning. Among students in early grades, literacy presents additional challenges, particularly for those with ASD, due to the heterogeneity of their cognitive profiles and behavioral traits. This study aims to describe how gamification can be utilized as an effective resource in the literacy process of children with Autism Spectrum Disorder (ASD). This narrative, qualitative, descriptive, and exploratory review aimed to investigate whether gamification constitutes an effective pedagogical strategy in the literacy process of students with ASD. The study was conducted based on the PCC mnemonic (Population: students with ASD; Concept: gamification; Context: literacy) and guided by the research question: Can gamification be an effective resource for literacy instruction of students with Autism Spectrum Disorder? Searches were performed in five databases: PubMed, LILACS, Scopus, Web of Science, and Scielo, covering the period from 2019 to 2024, using descriptors combined with Boolean operators. A total of 983 articles were identified, and after the application of eligibility criteria, 16 studies were selected for full analysis. The findings demonstrate that gamification, when aligned with active methodologies and adapted to the specific needs of students with ASD, enhances engagement, promotes the development of cognitive and social skills, and fosters autonomy in literacy activities. The results highlight the importance of structured, visual, and interactive elements in gamified tools, such as Kahoot and Wordwall, which proved effective in improving attention, motivation, and participation. It is concluded that gamification, when properly implemented, offers a promising educational alternative that complements inclusive strategies and facilitates literacy processes in students with ASD.

Suggested Citation

  • Gabriel Seixas Piquetti & Natieli Antonia Sobrinho Antonia Sobrinho & Tiago Moreno Lopes Roberto & Luiz Otávio Maciel L opes & Sônia Maria Maciel Lopes, 2025. "Gamification as an Effective Resource in the Literacy of Students with Autism Spectrum Disorder," International Journal of Educational Studies, Academia Publishing Group, vol. 8(4), pages 125-136.
    • Handle: RePEc:ajo:ijoest:v:8:y:2025:i:4:p:125-136:id:459
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