Towards serious games through a playful approach for children with autism spectrum disorder

Recent Brazilian school surveys highlight a growing enrollment of students with Autism Spectrum Disorder (ASD) in early childhood education, emphasizing the need for inclusive tools to address their unique challenges. Children with ASD often exhibit deficits in Executive Functions (EFs), such as working memory, cognitive flexibility, and inhibitory control, which are critical for learning and self-regulation. This study aims to develop and evaluate a Serious Game (SG) tailored to monitor and stimulate EFs in children with ASD, integrating usability requirements (URs) and autism-friendly design principles. The game features three activities—Memory, Shadow-matching, and Painting—designed to assess and enhance EFs. A case study involved 12 Brazilian children aged 3 to 6 years (6 with ASD and 6 as a control group), with support from Specialized Educational Assistance (SEA). Data from 640 sessions were analyzed using therapist-supported Exploratory Data Analysis (EDA). Findings reveal significant differences in EF performance between ASD and control groups, particularly in error rates, help requests, and session durations. The game effectively engaged children with ASD, maintaining their participation and motivation. The SG shows promise as an inclusive educational tool, fostering EF development in children with ASD. A publicly available dataset supports further research in adaptive technologies. • The proposed Serious Game (SG) effectively monitors and stimulates Executive Functions (EF) in children with Autism Spectrum Disorder (ASD) through playful, adaptive, and autism-friendly design principles. • Empirical findings indicate significant differences in EF performance between children with ASD and those in the control group, particularly in error rates, session durations, and help requests. • The inclusion of Memory, Shadow-matching, and Painting activities promotes cognitive engagement and developmental assessment tailored to children with ASD. • The use of Exploratory Data Analysis (EDA) as a statistical approach provides detailed insights into the observed behaviors, offering a deeper understanding of the cognitive processes and interaction patterns of children with ASD. • A publicly available dataset of 640 game sessions contributes to further research.