A gamificação na estimulação psicomotora e cognitiva em crianças com trissomia 21 por meio da Teoria das Inteligências Múltiplas de Howard Gardner

• Ano de defesa: 2025
• Autor(a) principal: Braga Filho, Mário de Oliveira
• Orientador(a): Moresi, Eduardo Amadeu Dutra
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Síndrome de Down; Gamificação; Teoria das inteligências múltiplas; Educação inclusiva; Tecnologia assistiva
• Palavras-chave em Inglês: Down Syndrome; Gamification; Theory of multiple intelligences; Inclusive education; Assistive technology
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3648

This thesis investigates the impact of gamification on the psychomotor and cognitive development of children with Down syndrome (DS), utilizing touchscreen devices and associating the methodology with Howard Gardner's Theory of Multiple Intelligences. The research context is framed within the growing pursuit of innovative pedagogical strategies that foster school inclusion and the holistic development of children with special educational needs. Despite advancements in assistive technologies within education, there remains a significant scientific gap regarding the application of gamification focused on stimulating different intelligences in children with DS. The primary objective of this research was to evaluate the impact of gamification, mediated by touchscreen technology enriched with visual and auditory resources, on the psychomotor and cognitive development of these children. Specific objectives included analyzing how each of Gardner's proposed intelligences can be stimulated through games, implementing a pilot study to test the effectiveness of the developed application, and creating a preliminary protocol for applying gamification in inclusive education. The adopted methodology consisted of an experimental and qualitative study. The development of the "CogniAction" application was followed by the implementation of a series of educational games focused on stimulating linguistic, logical-mathematical, spatial, musical, bodily kinesthetic, interpersonal, and intrapersonal intelligences. Data collection included quantitative metrics derived from game performance and qualitative interviews with professionals who oversaw the application. The research results indicated that gamification significantly contributed to the cognitive and motor development of children with DS. The children demonstrated improvements in motor coordination, attention, memory, and problem-solving skills. Additionally, engagement and motivation during gamified activities were notable, reinforcing the importance of playful approaches in the context of inclusive education. Qualitative analysis revealed that the involved professionals perceived gamification as a powerful tool to facilitate learning and promote inclusion. The research concludes that gamification, when integrated with robust theoretical foundations such as the Theory of Multiple Intelligences, is an effective strategy for promoting the holistic development of children with Down syndrome. This study not only advances knowledge in the field of inclusive education but also provides practical guidelines for creating more dynamic and welcoming educational environments. Thus, gamification presents itself as a promising tool to transform the learning experience, fostering inclusion and improving the quality of life for these children.