Affiliations: Universidade Federal de Uberlândia, Uberlândia, MG, Brazil
Correspondence:
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Corresponding author: Fernanda Francielle de Oliveira Malaquias, Full Professor, Universidade Federal de Uberlândia, Av. João Naves de Ávila, n. 2121, Bloco F, Sala 1F-216 (FAGEN/UFU), Campus Santa Mônica, Uberlândia, MG 38400902, Brazil. Tel.: +55 34 32394132; E-mail: [email protected].
Abstract: BACKGROUND: Many studies have been developed to explore and better understand the interaction between individuals and technological resources
in the context of special education. These studies show that Information and Communication Technologies, and more specifically digital games, have the potential to improve the learning process of children with disabilities. OBJECTIVE: The main purpose of this paper was to develop a literature review in order to identify the benefits of the use of Serious Games (SG) to the literacy process of children with disabilities and learning difficulties. METHODS: Previous studies related to the use of Serious Games (SG) in the literacy process of children with disabilities and learning difficulties were identified and analyzed. Considering the expressions, keywords and criteria used to select the papers, the sample was comprised of 25 studies. RESULTS: The main results show that SG, when used as assistive technologies, contribute to the literacy process, since children usually feel motivated to play the games and learn. Moreover, we identified that to benefit the literacy process, games need to be easy to use, challenging, enjoyable and include feedback, reinforcements and interactive resources. CONCLUSIONS: The literature indicates that the use of SG can stimulate engagement and that interactive activities can contribute to the
literacy process of children with disabilities and learning difficulties.
Keywords: Serious games, information technology, disability, special education, literacy
