ABSTRACT
Serious games can improve teaching-learning processes by attracting,
inspiring and motivating student interest. Through the application
of educational games, students develop skills that encompass
computational thinking. Such skills enable students to solve real
problems. Thus, this article aims to evaluate the impact of the insertion
of serious games for the teaching of basic concepts about
computational thinking, analyzing and correlating the emotional
and performance aspects that contribute to a better interaction
among students of inclusive education. For this purpose, two serious
games were selected and nineteen students with special needs
were recruited, proposing to perform a set of tasks in each game,
measuring the emotional aspects through the Geneva Emotions and
performance wheel. The results demonstrate a strong correlation
between positive emotions and good student performance, thus
lowering the barriers to interaction, significantly impacting the
accomplishment of tasks and gameplay of games.