Auxiliando estudantes com transtorno do espectro autista no aprendizado da tabuada por meio de jogo cognitivo com interface cérebro-computador

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that may affect cognitive functions such as attention, memory, and cognitive flexibility, directly impacting mathematics learning. This study aimed to investigate the potential of a Brain-Computer Interface (BCI), associated with the Concrete–Pictorial–Abstract (CPA) Method, as an assistive tool for teaching multiplication tables to students with ASD. This experimental study adopted a mixed-methods approach (qualitative and quantitative) and was conducted with seven students diagnosed with ASD, aged between 10 and 14 years, enrolled in the municipal school system of Fortaleza, CE, Brazil. The intervention was carried out over 16 sessions, during which a didactic sequence structured according to the CPA Method was implemented, combined with the digital game Memomath mediated by BCI. Pre- and post-intervention pedagogical assessments were administered, along with systematic observational records. The results indicated improvement in multiplication table performance, greater consolidation of symbolic reasoning, and significant progression in the game phases, demonstrating increased sustained attention and cognitive engagement throughout the sessions. A reduction in errors in more complex multiplication tables was also observed after strategic reinforcement of the pictorial stage. It is concluded that the integration of the CPA Method and the use of BCI proved to be a promising innovative pedagogical strategy, contributing to the strengthening of cognitive functions and to mathematics learning among students with ASD.