Novas práticas em gerontologia educacional: estímulo à memória e aprendizagem por meio de interface cérebro-computador

Abstract

Brazilian education has undergone continuous renewal over time and, when directed toward the elderly population, assumes a strategic role in cognitive assessment. Population aging has intensified the need for accessible and sensitive instruments for the cognitive assessment of older adults, particularly with regard to semantic memory. In this context, this dissertation aimed to evaluate the semantic memory of older adults using Semantix, a Brain–Computer Interface solution integrated with Augmentative and Alternative Communication, and to compare its results with the Semantic Memory Assessment Battery (BAMS). This is an exploratory–descriptive study with a mixed-methods approach, conducted with older adults with and without cognitive impairments, recruited from public educational institutions in Fortaleza. Data collection included a structured anamnesis, systematic observation using the adapted TORS Scale, technological experimentation with Semantix, usability testing, and administration of the BAMS by a collaborating psychologist. Semantix, structured as a computer-based quiz, recorded accuracy, response time, and attention indicators, while the BAMS provided standardized scores across different semantic memory domains. The results indicated good acceptance and feasibility of Semantix; however, usability limitations related to visual accessibility and response time were identified. Spearman’s correlation analysis revealed low convergence between the instruments, suggesting that they assess partially distinct dimensions of semantic memory. It is concluded that Semantix has potential as a complementary cognitive assessment tool for older adults, provided that accessibility adjustments are implemented and sample sizes are expanded in future studies.