ABSTRACT
This article discusses the development of an accessible digital game
for children with ASD, aimed at learning mathematics through a
natural interface and computer vision. The methodology adopted is
Design Science Research, which allows problems to be solved
through the creation of artifacts. The game was designed,
developed and empirically analyzed by a teacher and 11 students
with ASD and one student without disabilities, aged between 8 and
10, from an elementary school in the municipality of Itajaí,
considering accessibility criteria for digital games. The results
showed the students' interest and involvement, favored by the
game's tangible approach, and contributed to research into digital
educational games, promoting discussion about differentiated
interfaces for the target audience of inclusive education.