For improve the teaching and learning process is necessary thinking in ways to promote the construction of knowledge and conscious teaching about the world we live in. Therefore, this work aims to present a proposal for teaching Physics using Modern Board Games with a focus on Science, Technology and Society through Investigative Teaching. This tool presents itself as a possibility to work on the content in a playful way and focused on building knowledge based on the simulation of a real problem present in the lives of students. As an examples, this work also presents the game Coleta Certa, like Radioactive Waste Collection, about radioactive waste and the concept of half-life for radioactive decay, and the game Se Liga, like Be Aware, about the concept of electrical energy and the conscious consumption of electrical energy at home, also presenting an autoethnographic analysis results of the development of these games.

The aim of this study was to create guidelines for designing digital games that are accessible to neurodiverse individuals, based on evidence collected through a process involving adults with Intellectual Disability (ID). The study involved thirty-one students in their final year of a Bachelor’s Degree in Videogames, who participated in a collaborative project over a period of 12 months where they developed digital games for adults with ID. After the project, a questionnaire was administered to the students, which was designed based on previous empirical studies on cognitive accessibility. The participants were asked to rate different measures according to their perceptions and experiences. Descriptive statistics and Principal Component Analysis (PCA) were used to analyze the data and to propose a hierarchical and a conceptual model for the cognitive accessibility guidelines. This resulted in thirty ranks of guidelines, which were divided into four levels of priority within the accessibility-driven game design process. The analysis also identified a structure consisting of 10 factors related to cognitive accessibility, such as Cognitive Burden, Game Mechanics, Information Organization, Level Design, Interaction Bandwidth, Tutorials, Color and Contrast, User Interface, Errors, and Difficulty. It is important to note that this conceptual model is preliminary and exploratory, and further discussion and research is needed to refine it.

ID Games is a project aiming to create games for people with Intellectual Disability (ID), through the development of a collaborative and participatory methodology. In this scope, it also intends to capacitate the main stakeholders in the field of ID field (people with ID, educators, carers, professionals, game designers, among others) in the implementation of such methodologies, through the development of an e-course. The present work in progress paper reflects on part of the process of developing this e-course, by systematizing the existing e-learning approaches in the field of ID, through a sample of 53 e-courses. This intends to situate the ID Games e-course in the existing training gaps in the field of gaming and ID and allows the reflection regarding next steps towards the democratization and inclusion in game creation processes.