GAMIFIED ASSISTIVE TECHNOLOGIES: INNOVATION IN THE TEACHING-LEARNING PROCESS

Abstract

The study addressed the problem of understanding how assistive technologies combined with gamification could foster innovation in the teaching and learning process. The general objective was to analyze the contributions of this integration to school inclusion and the development of interactive pedagogical practices. The research was conducted through a bibliographic review, with a qualitative approach, using articles, book chapters, and conference proceedings published between 2021 and 2025 as sources. The material was organized into comparative tables, followed by reading, categorization, and critical analysis. The results indicated that assistive technologies, when associated with gamification, favored the participation of students with disabilities and autism spectrum disorder, expanding accessibility and creating more interactive environments. The analysis showed that gamification enabled greater student engagement, motivation, and protagonism, while contributing to more inclusive pedagogical practices. It was also observed that teacher mediation played an essential role, since the effectiveness of these resources depended on pedagogical intentionality and professional preparation. In the final considerations, it was found that assistive technologies combined with gamification represented an educational innovation scenario, as they integrated accessibility, motivation, and inclusion within the same process. However, the study identified the need for more consistent teacher training, as well as investments in infrastructure and methodologies to ensure appropriate implementation in different school contexts. It was also recognized that further research is necessary to deepen the analysis of practical experiences and their long-term impacts on learning.