Digital games as an Assistive Technology resource: stimulating the inhibitory control of a student with cerebral palsy in light of the game-player cognitive interaction model

Abstract

The objective of this work is to analyze the implementation of digital games as Assistive Technology resources in improving the inhibitory control of a student with cerebral palsy, using the Game-Player Cognitive Interaction Model as a reference. The following instruments were used for data collection procedures: a) Participant information form; b) Stroop test; and c) Application and evaluation of digital games as Assistive Technology resources. In total, 16 sessions of digital game applications were carried out, on a tablet-type mobile device, with a participant with spastic cerebral palsy, classified as GMFCS - IV; MACS – III; and CFCS - II. To apply the digital games, a tilted desktop and specific teaching strategies were adopted. The Stroop Test indicated an improvement in the participant's score. In the item "Word Reading", the student’s answers increased from 9 to 28 in the post-test, with 26 correct and 2 incorrect responses. In the item "Color Naming", the number of responses increased from 29 to 47 in the post-test, with 45 correct and 2 incorrect. It was concluded that the use of digital games following the Game-Player Cognitive Interaction Model can be characterized as an Assistive Technology resource, playing a significant role in promoting the social inclusion, autonomy, and independence of this population, as well as improving inhibitory control through the use of digital games.