Accessible Educational Game Design for Children with ASD

Abstract

The objective of this article is to analyze the process of creating the design of an educational game aimed at children with Autism Spectrum Disorder (ASD), emphasizing criteria of accessibility, usability, and inclusion. Therefore, a qualitative and descriptive approach was adopted, grounded in theoretical references on digital games, cognitive accessibility, and inclusive design, in addition to the analysis of a case study developed in partnership with an academic research group. The investigation sought to understand how characters, scenarios, and color palettes could enhance learning, socialization, and the reduction of cognitive and sensory barriers. The results showed that the creation of customizable characters, inspiration from everyday environments, and the use of soft color palettes contributed to greater visual clarity, sensory comfort, and identification by children. Furthermore, the use of tools such as Piskel, Aseprite, and Unity demonstrated the feasibility of combining aesthetic simplicity with functionality. It was found that the inclusive design applied to the game enabled greater engagement, social stimulation, and enhanced pedagogical potential. It is concluded that digital games developed from an inclusive perspective go beyond the function of entertainment, consolidating themselves as pedagogical instruments capable of promoting meaningful learning, socialization, and respect for diversity in educational contexts.