Transdisciplinarity and Gamification in the Development of Executive Functions and Learning

Bianca Gellacic; Barbara Solana Scarlassara

DOI: 10.22167/2675-6528-202602717

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

Inclusive education demands pedagogical practices that promote cognitive development and active student participation, overcoming compensatory approaches for individuals with intellectual disabilities in the school context. The study aimed to present and reflect on a transdisciplinary pedagogical proposal that, through directed play and gamification, can contribute to the mobilization of Executive Functions and the expansion of learning processes for an adolescent with intellectual disabilities in the 7th grade of Elementary School. The research was characterized as descriptive, of the experience report type, with a qualitative approach. It was developed in a private school with active methodologies, focusing on the analysis of the learning process of a student with intellectual disabilities, integrated into interdisciplinary activities involving programming, robotics, natural sciences, and Portuguese language. The results indicated more expressive advances in executive functions related to engagement, motivation, and sustained attention. Skills such as working memory and inhibitory control showed gradual evolution, dependent on pedagogical mediation. It was evidenced that the integration of playfulness, technology, and interdisciplinarity was associated with the mobilization of cognitive processes. It was concluded that pedagogical practices that overcome compensatory approaches favored advances in executive functions in the context of inclusive education.

Keywords: Inclusive education; Social interaction in learning; Active methodologies; Educational neuroscience; Pedagogical practice.

1. Introduction

Inclusive education has demanded the implementation of pedagogical practices that favor cognitive development and active student participation, overcoming merely compensatory or remedial approaches in the school context. Intellectual disability, according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5, 2015), is characterized by significant limitations in intellectual functioning and adaptive behavior. These limitations include deficits in general mental capacities, such as reasoning, problem-solving, planning, abstract thinking, judgment, and academic learning. Data indicate that environmental causes are the most frequent, accounting for 36.4% of diagnoses, followed by genetic causes, with 23.8% (Duarte, 2018). The inclusion process for students with intellectual disabilities poses considerable challenges, especially in adapting pedagogical practices and organizing accessible learning environments (Brasil, 2019).

Faced with these challenges, the adaptation of pedagogical practices can be initiated from the student’s prior knowledge, which Vygotsky (2007) calls the zone of actual development. From a historical-cultural perspective, cognitive development occurs through social mediation and cultural interactions, being enhanced in the zone of proximal development. In this context, play, the internalization of social rules, symbolic mediation, and the development of higher psychological functions, especially through social interaction and language, are skills to be developed in the zone of potential development.

In more recent studies, neuroscience has evidenced the direct relationship between learning and the functioning of Executive Functions (Diamond, 2013). These include attention, working memory, and inhibitory control, and are intrinsically linked to emotional processes that modulate engagement, motivation, and the consolidation of learning. Skills such as inhibitory control, working memory, and cognitive flexibility are essential for academic performance and behavioral self-regulation, and can be significantly strengthened by experiences involving social interaction, cognitive challenge, and active engagement (Diamond, 2013).

Considering that students with intellectual disabilities frequently present cognitive development below the average expected for their age group, the adoption of inclusive active methodologies becomes a pertinent pedagogical strategy. Play, understood as an active and meaningful experience, promotes learning through action, experimentation, and reflection on lived experience, according to the principles of progressive education (Dewey, 2023). Gamification, in turn, is understood as the use of game design elements in educational contexts to enhance student engagement, motivation, and participation (Deterding et al., 2011). Thus, the integration of playfulness, technology, and interdisciplinarity can contribute to the mobilization of cognitive processes related to executive functions.

Thus, the present research aimed to present and reflect on a transdisciplinary pedagogical proposal, which through directed play combined with gamification, can collaborate in the mobilization of Executive Functions and in the expansion of learning processes for an adolescent with intellectual disability in the 7th grade of Elementary School.

2. Material and Methods

This research was characterized as descriptive, of the experience report type, with a qualitative approach, according to the methodological assumptions of Gil (2002) and Bardin (2011). The study sought to present and reflect on a transdisciplinary pedagogical proposal, focusing on the mobilization of Executive Functions and the expansion of learning processes, aligning with the objective of understanding how directed play and gamification can collaborate in this process.

The study focused on the analysis of the learning process of a student with intellectual disability, enrolled in the 7th grade of Elementary School. This participant was included in an inclusive educational context, interacting with a class of 32 students. The classroom had a group work layout, composed of eight groups of four students, with a semestral change in group composition.

The investigation was conducted in a private, non-profit school that integrates a teaching network with a pedagogical proposal based on active methodologies. The institution adopts a curricular organization structured in a Network of Knowledge, based on Project-Based Learning, favoring interdisciplinary practices and significant learning experiences.

The school environment was designed to foster the development of inclusive and transdisciplinary proposals. The furniture consists of large, modular tables, organizable for different group work configurations. The spaces also provide diverse materials for arts, technology, and other areas of knowledge, in addition to a large green area with an orchard, a vegetable garden, a lavender field, lakes, and sports areas, expanding the possibilities for exploration and interaction.

The study was organized in sequential stages. Initially, the student profile was characterized through systematic observations and pedagogical records. Then, a transdisciplinary didactic proposal was planned, based on directed play and gamification, according to the assumptions of Dewey (2023) and Deterding et al. (2011).

The pedagogical proposal was structured around play as an active and significant experience, associated with the use of gamification, understood as the use of game design elements in educational contexts. The didactic organization followed the conception of a didactic sequence proposed by Zabala (1998), which guides teaching from the articulation between conceptual, procedural, and attitudinal content, in an intentional and progressive manner.

The didactic sequence integrated conceptual content, such as Brazilian biomes, environmental impacts, programming and robotics fundamentals, and the science fiction textual genre. Procedural content involved the practical application of this knowledge through the construction and programming of robots, algorithm development, and textual production. Attitudinal content, on the other hand, encompassed aspects such as cooperation, responsibility, engagement, and autonomy.

The activities were developed in four stages. The first stage, of initial situation and activation of prior knowledge, involved the study of biomes, analysis of news reports, and discussion of environmental problems, with the objective of mobilizing interest and motivation. The second stage, of development of learning, focused on building robots with LEGO EV3 and programming with EV3 Classroom, exploring ecological behaviors and the ecological function of animals.

The third stage, of systematization and integration, consisted of producing a science fiction short story, aiming at the integration between science, technology, and narrative, and the development of the robot’s programming to execute an action linked to the story. This stage sought the consolidation of learning and knowledge transfer. The fourth stage, of evaluation and reflection, culminated in the presentation of the projects, with the purpose of fostering self-regulation and monitoring of cognitive processes.

Data collection was carried out through documentary analysis, covering lesson plans, records of developed activities, and final products of projects created by students. Additionally, the author’s logbook was used for the systematic recording of observations, reflections, and learning evidence throughout the process.

The collected data were organized and qualitatively analyzed, following Bardin’s (2011) principles. This analysis allowed for the categorization of observed evidence, focusing on the mobilization of executive functions, as described by Diamond (2013), and on the expansion of the learning processes of students with intellectual disabilities.

3. Results and Discussion

The present study revealed significant insights into the effectiveness of a transdisciplinary pedagogical proposal, which integrated guided play and gamification, in mobilizing Executive Functions and expanding the learning processes of an adolescent with intellectual disability. The results emerged from systematic observations conducted in an inclusive educational environment, focusing on the analysis of the student’s engagement and cognitive evolution in various interdisciplinary activities. The proposal sought to overcome compensatory approaches, aligning with the objective of reflecting on practices that promote integral development in the context of inclusive education.

The characterization of the student’s profile, a 7th-grade adolescent with an intellectual disability, indicated systematic support from a specialist professor in psychopedagogy and a trainee support teacher, in addition to annual consultations with a neuropediatrician. Although not taking medication, the student had received external support from psychologists and speech therapists in previous years, demonstrating a history of multidisciplinary interventions for their development.

Regarding cognitive characteristics, it was observed that the student’s learning pace was below expectations for their age group. Instructions for activities required individualized and fragmented presentation in sequential steps, as general commands frequently resulted in partial executions or incoherent responses. However, an increase in attention span was noted when tasks were structured in smaller steps, suggesting the importance of material organization for sustained concentration.

The student’s working memory was functional, but short-lived, requiring the fractionation of complex content sequences for assimilation. Additionally, autonomy in task execution was limited, demanding constant mediation for the completion of activities. These initial cognitive aspects were crucial for planning the pedagogical proposal, which aimed to offer structured and progressive support.

Regarding socio-emotional aspects, the student established social interactions predominantly with a restricted group of same-gender peers. Communication with peers occurred passively, characterized as a response to interactions initiated by others. Although participating in extracurricular activities focused on technological, socio-emotional, and physical development, the student still presented difficulties in expanding social interactions and building interpersonal relationships.

The student’s interests and potential included high engagement in activities related to game programming and the use of digital environments, demonstrating demotivation in proposals involving physical materials or broad scope. He responded positively to interdisciplinary proposals, as long as they were associated with concepts and themes linked to programming and robotics, showing a preference for activities that integrated technology and playfulness.

The pedagogical proposal was structured as a didactic sequence, elaborated to integrate the science fiction textual genre and the study of Brazilian biomes with programming and robotics activities. This intentional organization sought to articulate conceptual, procedural, and attitudinal content, according to Zabala’s perspective (1998), promoting learning that transcends the mere acquisition of knowledge, encompassing the development of skills and attitudes.

The conceptual content covered Brazilian biomes and their characteristics, environmental impacts and preservation, the fundamentals of engineering, programming and robotics, and the textual genre of science fiction short stories. The procedural content involved the use of digital technologies for representing ideas, building and programming robots, elaborating algorithms, and textual planning and production, allowing for the practical application of knowledge.

Attitudinal content, on the other hand, focused on cooperation and teamwork, environmental responsibility, engagement and persistence, and progressive autonomy. The integration of these three dimensions is fundamental for student development, especially in the context of inclusive education, where social interactions and collaborative work play a central role, according to Vygotsky’s (2007) socio-historical perspective.

The didactic sequence was organized in progressive stages. Stage 1, of initial situation and activation of prior knowledge, involved the study of biomes, analysis of news reports, and discussion of environmental problems, with the objective of mobilizing interest, meaning, and motivation. This initial phase was crucial for engaging the student in a relevant and challenging topic.

Stage 2, of learning development, consisted of building robot animals with LEGO EV3 and programming them to simulate ecological behaviors, using sensors and algorithms, in addition to discussing the ecological function of animals. This stage aimed at procedural and cognitive development, allowing the student to apply programming and robotics knowledge in a meaningful context.

In Stage 3, systematization and integration, students produced a science fiction short story, integrating science, technology, and narrative, and programmed the robot to perform an action linked to the story. This phase sought to consolidate learning and transfer knowledge between different areas. Stage 4, evaluation and reflection, culminated in the presentation of projects, promoting emotional self-regulation and monitoring of cognitive processes.

The activities developed in the didactic sequence were intentionally planned to mobilize specific executive functions. The study of biomes and environmental problems stimulated sustained attention and working memory. The construction of robots with LEGO EV3 and programming with EV3 Classroom demanded planning, inhibitory control, cognitive flexibility, and problem-solving, essential for the execution of complex tasks.

The production of the science fiction short story required the organization of thought and working memory for the structuring of the narrative. The presentation of the projects, in turn, mobilized emotional self-regulation and anxiety control. These findings reinforce the understanding that executive functions do not operate in isolation, but in an integrated and interdependent manner, being fundamental for performance in tasks that demand planning, decision-making, and behavior regulation (Diamond, 2013).

The systematic observation of the evolution of the student’s executive functions revealed significant advances. In sustained attention, which initially presented difficulty in long tasks and a need for fragmentation, continuous engagement was observed in the production of fictional narrative. The evolution was significant and mediated, with an increased duration of task engagement when it involved narrative, technology, and progressive challenges.

Working memory, initially short-term and with difficulty in information sequences, demonstrated partial and structured evolution. The student managed to maintain the coherence of the created story, articulating characters, setting, and plot. The expectation of presenting a sequential organization of ideas in narrative productions, with the support of visual and technological mediations, was partially achieved.

In the planning phase, where there was initially no autonomy to organize the task steps, it was observed that the student implicitly planned the story, including a beginning, development, and conclusion, with support. This indicated an emerging potential to express the structure of textual productions with teacher mediation, suggesting a gradual development of organizational capacity.

Inhibitory control, which initially required constant mediation to follow instructions, showed progressive evolution. The student remained engaged in writing, accepting guidance and resuming the task without abandoning it. This persistence and tolerance for frustration in the face of cognitive challenges were important manifestations of the development of this executive function.

Cognitive flexibility, initially characterized by resistance to activities outside the programming and robotics axis, demonstrated emerging potential. The student adapted to the written proposal, integrating technology and science fiction. This indicated a growing willingness for interdisciplinary proposals linked to their interests, evidencing an expansion of their cognitive and behavioral repertoire.

The general results showed more frequent manifestations of engagement, motivation, and meaning attributed to the task. There were more expressive advances in sustained attention and emotional self-regulation. However, skills such as working memory and inhibitory control showed a more gradual evolution, remaining dependent on structured mediations, which corroborates the non-uniform and progressive nature of the development of executive functions.

This differentiation in the evolution of executive functions converges with the literature, which characterizes working memory and inhibitory control as central components that demand greater pedagogical support (Diamond, 2013). The need for guidance, review, and task structuring, interpreted in light of Vygotsky’s (2007) zone of proximal development, suggests that many skills were in the process of consolidation, benefiting from mediation for their full realization.

The student’s familiarity with robotics activities and digital technologies allowed for greater autonomy, while the integration of this knowledge with content from Natural Sciences and Portuguese Language required more intensive pedagogical mediation. This approximation between already consolidated knowledge and new learning, mediated by the teacher, is a fundamental pillar of the historical-cultural theory (Vygotsky, 2007), demonstrating how support can build new cognitive connections.

Engagement and authorship were more expressive in activities that aligned with the student’s interests, reinforcing the importance of pedagogical proposals that consider individual needs and potentials. Intellectual disability, therefore, is not configured as an absolute impediment to learning, but rather as a condition that demands reorganization of pedagogical practices and qualified mediation for progressive development.

It is essential to emphasize that the results presented are intrinsically linked to the specific characteristics of the context in which the experience was developed. The school, with its pedagogical and physical structure conducive to the adoption of active methodologies, support for special education, diversity of resources and materials, and conditions for interdisciplinary and technological activities, constituted a propitious environment for the implementation of the proposal.

Additionally, the experience was conducted with a single student and a specific class, whose characteristics, interests, relationships, and forms of participation also shaped the context of the intervention. Therefore, the results do not allow for generalization to other students or school realities, especially in scenarios with different levels of support, resources, and work possibilities.

The difficulty in isolating the various factors that may have contributed to the observed changes, such as teacher mediation, peer interactions, parallel pedagogical experiences, and student familiarity with certain technologies, should also be considered. Thus, the results should be understood within the specificities of the investigated context, offering contributions to the reflection on inclusive practices without any claim of generalization.

In summary, the transdisciplinary pedagogical proposal, which integrated directed play and gamification, proved to be a promising path for mobilizing Executive Functions and expanding the learning processes of adolescents with intellectual disabilities. The observed advances, especially in engagement, motivation, and sustained attention, reinforce the importance of approaches that value student interests and promote social interaction and cognitive challenge. These findings, although contextualized, contribute significantly to the discussion on inclusive pedagogical practices that overcome compensatory models and foster integral development.

4. Conclusion

The analysis of the transdisciplinary pedagogical proposal, which integrated directed play and gamification, allowed us to observe its collaboration in mobilizing Executive Functions and expanding the learning processes of an adolescent with intellectual disability in the 7th grade of Elementary School. It was found that playfulness, technology, and interdisciplinarity were associated with the mobilization of cognitive processes. The findings indicated more expressive advances in executive functions related to engagement, motivation, and sustained attention. However, skills such as working memory and inhibitory control showed gradual evolution, remaining dependent on structured pedagogical mediation. This differentiation in the evolution of executive functions reinforces the understanding that intellectual disability is not an absolute impediment to learning, but demands the reorganization of pedagogical practices and qualified mediation for progressive development. Thus, the articulation between different areas of knowledge, active methodologies, and technologies, aligned with the student’s interests, constituted a favorable context for participation and the mobilization of cognitive skills.

It is fundamental to emphasize that the results obtained are intrinsically linked to the specific characteristics of the context in which the experience was developed, including the school’s pedagogical structure and the student’s and class’s profile. The experience, conducted with a single participant, does not allow for generalization to other students or school realities with different levels of support and resources. Additionally, the difficulty in isolating the multiple factors that may have contributed to the observed changes, such as teacher mediation and peer interactions, constitutes a limitation of the study. To deepen the understanding of the effectiveness of these approaches, it is suggested that future studies replicate the proposal in diverse educational contexts, with larger and more diverse samples, and investigate the long-term sustainability of advances in executive functions. Thus, the research contributes to the reflection on inclusive pedagogical practices that overcome compensatory models, valuing the developmental potential of students with intellectual disabilities.

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Article originating from a Final Coursework on Neuroscience and Learning in Education

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